Numbers

Number Concept - Identifying position of objects from 1st to 20th

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

- Observation - Oral questions - Written assignments

Numbers

Number Concept - Writing positions in number symbols and words
Whole Numbers - Counting forward up to 1000 from any point

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

- Write position numbers in symbols from 1st to 10th
- Match position numbers with their symbols
- Show interest in writing position numbers

- Fill in position numbers in symbols from 1st to 10th
- Match position numbers in words with their corresponding symbols
- Complete tables showing position numbers in symbols

How do we write position numbers in symbols?

- 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. 15
- Number cards 1-100
- Number line
- Skipping rope

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Counting backward in multiples of 100 from 1000

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

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Place value of numbers up to hundreds

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

- Identify place value of numbers up to tens
- Show numbers using bundles of sticks
- Show interest in understanding place value

- Show the numbers 33, 45, and 67 using bundles of sticks
- Show 29 using bundles of sticks as 2 tens and 9 ones
- Show numbers on an abacus

How do you represent numbers using place value?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 20
- Sticks
- Strings
- Abacus
- Oxford Let's Do Mathematical Activities Learner's Book pg. 21
- Place value tins
- Place value chart
- Digital resources

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Reading numbers 1 to 1000 in symbols

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

- Read numbers 1 to 100 in symbols
- Pick number cards and read them
- Show interest in reading numbers

- Make number cards with numbers 1 to 100
- Pick a card and read the number on it
- Read numbers starting from any point in a number chart

How do we read different numbers?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 22
- Number cards 1-100
- Number charts
- Digital resources

- 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

- 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 1 to 20 in words
- Match numbers with number words
- Show interest in reading numbers in words

- Pick a number card and match it with the number word
- Read and write the numbers in words
- Complete tables matching numbers with their word forms

How do we write numbers 1-20 in words?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 26
- Number cards 1-20
- Number word cards
- Charts showing numbers in words

- 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

- 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

- Observation - Oral questions - Written assignments

Numbers

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:

- Add a 1-digit number to a 3-digit number
- Arrange numbers in place value chart
- Show interest in addition

- Add numbers like 231+7, 712+5
- Arrange the digits in place value chart and add
- Add the ones, then tens, then hundreds

How do we add a 1-digit number to a 3-digit number?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 37
- Place value chart
- Number cards
- Addition worksheets

- Observation - Oral questions - Written tests

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 1-digit number to a 3-digit number
- Use place value chart for addition
- Show interest in addition

- Add 521+6 using place value chart
- Solve addition problems without regrouping
- Solve word problems involving addition without regrouping

How do we arrange numbers when adding?

- 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 assignments

Numbers

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 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

- Observation - Oral questions - Written tests

Numbers

Addition - Adding two 3-digit numbers without regrouping

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

- Add two 3-digit numbers without regrouping
- Use abacus for addition
- Show interest in addition

- Add 496+203 using an abacus
- Show numbers on abacus using beads and add
- Add 312+426 using place value chart

How do we add two 3-digit numbers without regrouping?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 44
- Abacus
- Place value chart
- Addition worksheets

- Observation - Oral questions - Written tests

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
- Use place value chart for addition
- Show interest in addition with regrouping

- Add 239+113 using place value chart
- Regroup from ones to tens when needed
- Add 409+327 using place value chart

When do we regroup from ones to tens in 3-digit addition?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 45
- Place value chart
- Number cards
- Addition worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 46
- Word problem cards

- Observation - Oral questions - Written assignments

Numbers

Addition - Creating number patterns involving addition up to 1000

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

- Create number patterns using addition
- Find next number in a pattern
- Show interest in number patterns

- Find the next number in patterns like 105,110,115,120,125
- Identify patterns made by adding a specific number
- Find next two numbers in various patterns

How can we identify the rule in an addition pattern?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 47
- Number cards
- Pattern worksheets
- Digital resources

- Observation - Oral questions - Written assignments

Numbers

Addition - Creating number patterns involving addition up to 1000

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

- Find missing numbers in addition patterns
- Identify the pattern rule
- Show interest in number patterns

- Fill in missing numbers in patterns like 100,200,___,400,500
- Explain how they found the missing numbers
- Fill in missing numbers in various patterns

How do we find missing numbers in addition patterns?

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

- Observation - Oral questions - Written tests

Numbers

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:

- Subtract a 2-digit number from a 3-digit number without regrouping
- Use place value chart for subtraction
- Show interest in subtraction

- Subtract 78 from 589 using a place value chart
- Arrange digits in place value chart and subtract
- Subtract from right to left

How do we use place value in subtraction?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 54
- Place value chart
- Number cards
- Subtraction worksheets
- Abacus

- Observation - Oral questions - Written assignments

Numbers

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

- Subtract 95 from 746 using a place value chart
- Regroup from tens to ones when needed
- Subtract 138-59 using place value chart

When do you regroup during subtraction?

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

- Observation - Oral questions - Written tests

Numbers

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 with regrouping from tens to ones
- Solve word problems involving subtraction
- Show interest in subtraction with regrouping

- Subtract 236-47 using place value chart
- Solve subtraction problems with regrouping
- Solve word problems involving subtraction with regrouping

How do we solve word problems involving subtraction with regrouping?

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

- Observation - Oral questions - Written assignments

Numbers

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 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

- Observation - Oral questions - Written tests

Numbers

Subtraction - Working out missing numbers in patterns involving subtraction
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:

- Identify patterns involving subtraction
- Find the next number in a pattern
- Show interest in number patterns

- Find the next number in patterns like 280,270,260,250,240
- Identify patterns made by subtracting a specific number
- Find next numbers in various patterns

How can you identify the pattern rule in subtraction?

- 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. 68
- Counters
- Picture cards

- 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

- 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
- Solve word problems involving multiplication
- Show interest in multiplication

- Multiply various single-digit numbers using multiplication chart
- Solve 2×6, 4×5, 3×7 using multiplication chart
- Solve word problems involving multiplication

How can we use multiplication to solve problems?

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

- Observation - Oral questions - Written tests

Numbers

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

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

- Divide by grouping objects
- Divide 2-digit numbers by single-digit numbers
- Show interest in division

- Divide 40÷8 by grouping counters into groups of 8
- Count how many groups are formed
- Solve 15÷5 by grouping objects

How can we use grouping for division?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 81
- Counters
- Number cards
- Division worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 82
- Multiplication tables

- Observation - Oral questions - Written assignments

Numbers

Division - Dividing 2-digit numbers by 10 without remainder

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

- Divide 2-digit numbers by 10
- Divide by grouping
- Show interest in division

- Use counters to work out 40÷10 by grouping
- Put 10 counters in each group and count groups
- Work out 50÷10 using grouping

How can we divide by 10 using grouping?

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

- Observation - Oral questions - Written assignments

Numbers

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 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

- Observation - Oral questions - Written tests

Numbers

Fractions - Identifying ¼ 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

- Observation - Oral questions - Written assignments

Numbers

Fractions - Identifying ⅛ as part of a whole

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

- Identify an eighth as part of a whole
- Create eighths using paper folding
- Show interest in fractions

- Fold rectangular paper into two, then four, then eight equal parts
- Color one part and identify it as an eighth
- Identify which shapes are divided into eighths

How can we show an eighth of a whole?

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

- Observation - Oral questions - Written assignments

Numbers
Measurement

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

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

- Identify ½ as part of a group
- Find half of a group of objects
- Show interest in fractions

- Take 10 counters and share equally between two tins
- Identify how many counters are in each tin as ½ of 10
- Find ½ of 8 using objects

How do we find half of a group of objects?

- 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. 99
- Metre sticks
- Charts showing standard measurements
- Digital resources

- Observation - Oral questions - Written assignments

Measurement

Length - Adding length in metres
Length - Subtracting length in metres
Length - Estimating length up to 10 metres

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

- Observation - Oral questions - Written tests

Measurement

Mass - Measuring mass in kilograms
Mass - Adding mass in 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

- Observation - Oral questions - Practical activities

Measurement

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

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

- Subtract mass in kilograms
- Solve problems involving subtraction of mass in kilograms
- Apply subtraction of mass in real-life situations

- Work out the differences between the masses of items in the classroom model shop
- Solve subtraction problems involving mass using place value charts
- Work out word problems involving subtraction of mass
- Present solutions to the class

How can we find the difference between masses?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 112
- Beam balance
- 1kg standard masses
- Place value chart
- Classroom shop items
- Digital resources
- 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 - Written tests

Measurement

Capacity - Measuring 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

- Observation - Oral questions - Practical activities

Measurement

Capacity - Measuring capacity in litres

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

- Measure capacity of different containers in litres
- Record capacity measurements accurately
- Value the importance of capacity measurement

- In pairs/groups, fill different containers with water using a 1-litre bottle
- Count how many 1-litre bottles fill each container
- Record findings in a table
- Compare capacities of different containers

What is the relationship between container size and capacity?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 117
- 1-litre bottles/containers
- Various containers (basins, sufurias, jerrycans)
- Water
- Digital resources

- Observation - Oral questions - Practical activities

Measurement

Capacity - Adding capacity in litres
Capacity - Subtracting capacity in litres

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

- Add capacity in litres
- Solve problems involving addition of capacity in litres
- Appreciate addition of capacity in daily activities

- Put water in different containers and pour into a basin to demonstrate addition of capacity
- Work out addition problems involving capacity using place value charts
- Solve word problems involving addition of capacity measurements
- Use digital tools to practice addition of capacity

How do we add capacity measurements?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 118
- 1-litre bottles/containers
- Various containers
- Water
- Place value chart
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 119

- Observation - Oral questions - Written assignments

Measurement

Capacity - Estimating capacity up to 5 litres

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

- Estimate capacity of containers up to 5 litres
- Compare estimated and actual capacity
- Show interest in estimating capacity in daily life

- Mark a jerrycan at 1-litre intervals using a marking pen
- Use the marked jerrycan to estimate capacity of different containers
- Measure to verify estimates
- Discuss the importance of estimating capacity

How can we estimate the capacity of containers?

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

- Observation - Oral questions - Practical activities

Measurement

Capacity - Estimating capacity up to 5 litres

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

- 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

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

- 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

- Observation - Oral questions - Practical activities

Measurement

Time - Writing time using 'past' and 'to' the hour

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

- Observation - Oral questions - Written tests

Measurement

Time - Writing time using 'past' and 'to' the hour

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

- Write time using 'to' the hour
- Convert between different ways of expressing time
- Appreciate the importance of writing time correctly

- Practice writing time shown on analog clocks using 'to' 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 'to' the hour?

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

- Observation - Oral questions - Written assignments

Measurement

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:

- Identify Kenyan currency notes up to sh.1000
- Describe features of Kenyan currency notes
- Show interest in learning about Kenyan currency

- Examine pictures of Kenyan currency notes and discuss their features
- Talk about what is seen on the front and back sides of the notes
- Match currency notes according to their value and features
- Sort notes from the lowest to the highest value

What are the features of Kenyan currency notes?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 139
- Pictures of Kenyan currency notes
- Model currency notes
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 141
- Sorting trays

- Observation - Oral questions - Practical activities

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

- Observation - Oral questions - 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 more complex problems involving addition of money
- Apply addition of money in real-life situations

- Solve multi-step problems involving addition of money
- Role-play shopping scenarios requiring addition of prices
- Use model money to demonstrate addition
- Create their own addition problems involving money

How is adding money useful in daily life?

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

- Observation - Oral questions - Written assignments

Measurement

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

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

- Observation - Oral questions - Written assignments

Measurement

Money - Representing the same amount in different denominations

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

- Represent the same amount of money in different denominations
- Convert between different denominations
- Appreciate different ways of representing money

- Role-play changing money into different denominations in a classroom model shop
- Demonstrate how the same amount can be represented using different notes
- Complete activities showing equivalent amounts in different denominations
- Discuss real-life situations requiring denomination conversion

How can money be represented in different denominations?

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

- Observation - Oral questions - Practical activities

Measurement

Money - Converting money into different denominations

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

- Observation - Oral questions - Written assignments

Measurement
Geometry

Money - Using money to buy up to 3 items involving balance
Position and Direction - Moving along a straight line from a point

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

- Use money to buy up to 3 items involving balance
- Calculate total cost and balance correctly
- Apply money concepts in shopping scenarios

- Role-play buying items using a classroom shop
- Calculate total cost of multiple items
- Determine correct balance when paying with larger denominations
- Practice giving and receiving correct change

How do we calculate the balance when buying multiple items?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 147
- Model currency notes
- Classroom shop with priced items
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 151
- School compound
- Strings/ropes

- Observation - Oral questions - Practical activities

Geometry

Position and Direction - Identifying right and left side from a point

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

- Identify the right side from a point
- Identify the left side from a point
- Appreciate the importance of positional language

- Examine pictures showing objects positioned to the right and left
- Identify objects positioned to the right and left of reference points
- Arrange various objects to the right and left of a central point
- Describe the position of objects using right and left
- Play positioning games in pairs and groups

How do we describe the position of objects using right and left?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 152
- Pictures showing positions
- Classroom objects
- Digital resources

- Observation - Oral questions - Written assignments

Geometry

Position and Direction - Turning to the right from a point

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

- Observation - Oral questions - Practical activities

Geometry

Position and Direction - Turning to the left from a point
Shapes - Identifying shapes in a combined shape made of two different shapes

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

- Turn to the left from a point
- Follow instructions involving turning left
- Show interest in directional movements

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

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

- Oxford Let's Do Mathematical Activities Learner's Book pg. 156
- School compound
- Direction charts
- Floor diagrams
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 160
- Manila paper
- Scissors
- Shape cut-outs

- Observation - Oral questions - Written assignments

Geometry

Shapes - Drawing a combined shape made of 2 shapes
Shapes - Modeling a combined shape made of two shapes

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

- Draw basic geometric shapes
- Create drawings of combined shapes
- Value creativity in combining shapes

- Examine pictures of objects in the environment with common shapes
- Identify and discuss the shapes seen in various objects
- Draw combined shapes found in the environment
- Create drawings combining two different shapes
- Share and discuss drawings with peers

How can we draw objects made of combined shapes?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 162
- Drawing materials
- Shape templates
- Pictures of everyday objects
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 164
- Clay/plasticine
- Card stock
- Locally available materials

- Observation - Oral questions - Written assignments