Numbers

Factors - Composite numbers

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

- Define composite numbers
- Express composite numbers as a product of prime factors
- Appreciate use of prime factorization

- Make a number chart and color boxes with composite numbers
- Express these numbers as products of prime factors
- Use different methods: factorization, factor tree, and factor rainbow
- Discuss applications of prime factorization

What are composite numbers? What are prime factors? How can we express a number as a product of its prime factors?

Oxford Active Mathematics pg. 36
- Number charts

- Observation - Oral questions - Written assignments

Numbers

Factors - Greatest Common Divisor (GCD) and Least Common Multiple (LCM)

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

- Define Greatest Common Divisor and Least Common Multiple
- Work out the GCD and LCM of numbers by factor method
- Value the use of GCD and LCM in real life situations

- Pick number cards and express numbers as products of prime factors
- Identify common prime factors for GCD
- Pair common prime factors and multiply by unpaired factors for LCM
- Solve real-life problems involving GCD and LCM

How do we apply the GCD and the LCM in day to day activities?

Oxford Active Mathematics pg. 37-38
- Number cards

- Observation - Oral questions - Written tests

Numbers

Fractions - Comparing fractions

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

- Compare fractions with the same denominator
- Order fractions with the same denominator
- Appreciate the importance of comparing fractions

- Make circular paper cut-outs with different fractions shaded
- Compare fractions represented by shaded parts
- Arrange fractions in ascending order
- Discuss rule for comparing fractions with same denominator

How do we compare fractions?

Oxford Active Mathematics pg. 46
- Pieces of paper
- Pair of scissors
- Ruler
- Pair of compasses
Oxford Active Mathematics pg. 47
- Fraction charts

- Observation - Oral questions - Written assignments

Numbers

Fractions - Addition of fractions

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

- Add fractions with the same denominator
- Explain the process of adding fractions
- Appreciate the use of addition of fractions

- Make circular paper cut-outs divided into equal parts
- Shade different parts and represent as fractions
- Add fractions and compare with shaded parts
- Use number line to add fractions

What steps do you follow to add fractions with the same denominators?

Oxford Active Mathematics pg. 48
- Pair of scissors
- Pieces of paper

- Observation - Oral questions - Written assignments

Numbers

Fractions - Addition of fractions

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

- Add fractions with different denominators
- Add mixed numbers
- Value the use of addition of fractions in real life

- Make fraction cards with different fractions
- Discuss how to add fractions with different denominators
- Convert mixed numbers to improper fractions for addition
- Solve real-life problems involving addition of fractions

What steps do you follow to add fractions with different denominators? What steps do you follow to add mixed numbers?

Oxford Active Mathematics pg. 49
- Fraction cards

- Observation - Oral questions - Written tests

Numbers

Fractions - Subtraction of fractions

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

- Subtract fractions with the same denominator
- Explain the process of subtracting fractions
- Show interest in subtraction of fractions

- Make circular paper cut-outs divided into equal parts
- Shade parts and then shade some parts again
- Represent subtraction of fractions
- Solve problems involving subtraction of fractions

What steps do you take to subtract fractions with the same denominator?

Oxford Active Mathematics pg. 50
- Pair of scissors
- Pieces of paper

- Observation - Oral questions - Written assignments

Numbers

Fractions - Subtraction of fractions

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

- Subtract fractions with different denominators
- Subtract mixed numbers
- Value the use of subtraction of fractions in real life

- Make fraction cards with different fractions
- Discuss how to subtract fractions with different denominators
- Convert mixed numbers to improper fractions for subtraction
- Solve real-life problems involving subtraction of fractions

What steps do you take to subtract fractions with different denominators? What steps do you take to subtract mixed numbers?

Oxford Active Mathematics pg. 51
- Fraction cards

- Observation - Oral questions - Written tests

Numbers

Fractions - Multiplication of fractions

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

- Multiply fractions by whole numbers
- Explain the process of multiplying fractions
- Appreciate use of multiplication of fractions

- Express repeated addition as multiplication
- Use bottle tops to represent fractions of groups
- Use rectangular paper cut-outs to show multiplication of fractions
- Discuss applications of multiplying fractions

How do we multiply fractions by whole numbers?

Oxford Active Mathematics pg. 52
- Bottle tops
- Rectangular paper cut-outs
Oxford Active Mathematics pg. 53
- Pieces of paper
- Piece of chalk/stick

- Observation - Oral questions - Written assignments

Numbers

Fractions - Division of fractions

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

- Identify the reciprocal of a given fraction
- Divide fractions by whole numbers
- Value the use of reciprocals and division of fractions

- Make fraction cards and identify fractions that multiply to give 1
- Divide rectangular cut-outs into parts and determine fractions
- Use reciprocals to divide fractions by whole numbers
- Discuss applications of division of fractions

How can we divide a fraction by a whole number?

Oxford Active Mathematics pg. 54-55
- Fraction cards
- Rectangular paper cut-out
- Ruler

- Observation - Oral questions - Written assignments

Numbers

Fractions - Number sequences involving fractions

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

- Identify number sequences involving fractions
- Determine the rules in fraction sequences
- Value the use of number sequences

- Study sets of fractions and identify which set is a sequence
- Determine the rule linking fractions in a sequence
- Fill in missing fractions in sequences
- Solve puzzles involving fraction sequences

How do we identify a number sequence?

Oxford Active Mathematics pg. 57
- Pieces of paper

- Observation - Oral questions - Written tests

Numbers

Fractions - Number sequences involving fractions

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

- Create number sequences involving fractions
- Create number puzzles involving fractions
- Appreciate the use of number sequences

- Study and complete puzzles with fractions
- Create sequences using different rules (adding, multiplying)
- Create puzzles involving fractions
- Discuss applications of number sequences

How do we create a number sequence?

Oxford Active Mathematics pg. 58
- Worksheets

- Observation - Oral questions - Written assignments

Numbers

Decimals - Place value of digits in decimals

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

- Identify place value of digits in decimals
- Solve problems involving place value in decimals
- Show interest in the use of decimals

- Make number cards and form decimal numbers
- Draw place value charts and write decimal numbers
- Identify place value of each digit
- Discuss applications of place value in decimals

How do we identify the place value of digits in a decimal number?

Oxford Active Mathematics pg. 68
- Number cards
- Place value charts

- Observation - Oral questions - Written tests

Numbers

Decimals - Total value of digits in decimals

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

- Identify total value of digits in decimals
- Solve problems involving total value of digits in decimals
- Appreciate use of total value in real life

- Choose decimal numbers and write on place value charts
- Identify place value of each digit
- Calculate total value of each digit
- Solve problems involving total value of digits in decimals

How do we identify the total value of digits in a decimal number?

Oxford Active Mathematics pg. 69
- Blank cards
- Place value charts

- Observation - Oral questions - Written assignments

Numbers

Decimals - Multiplication of decimal numbers

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

- Multiply decimal numbers by whole numbers
- Explain the process of multiplying decimals by whole numbers
- Show interest in multiplication of decimals

- Study fuel costs table and determine amounts for different quantities
- Make number cards with decimal numbers and multiply by whole numbers
- Discuss steps for multiplying decimals by whole numbers
- Solve real-life problems involving multiplication of decimals by whole numbers

How do we multiply a decimal number by a whole number?

Oxford Active Mathematics pg. 70
- Number cards
Oxford Active Mathematics pg. 71
- Calculators

- Observation - Oral questions - Written tests

Numbers

Decimals - Division of decimal numbers

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

- Divide decimal numbers by whole numbers
- Explain the process of dividing decimals by whole numbers
- Appreciate the use of division of decimals

- Study chart with division problems involving decimals
- Discuss how to divide a decimal by a whole number using long division
- Practice dividing decimals by whole numbers
- Solve real-life problems involving division of decimals by whole numbers

How do we divide a decimal number by a whole number?

Oxford Active Mathematics pg. 72
- Chart
- Worksheets

- Observation - Oral questions - Written tests

Numbers

Decimals - Division of decimal numbers

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

- Divide decimal numbers by decimal numbers
- Explain the process of dividing decimals by decimals
- Show interest in division of decimal numbers

- Convert divisor to whole number when dividing by a decimal
- Practice dividing decimals by decimals
- Use calculators to verify answers
- Solve real-life problems involving division of decimals by decimals

How do we divide decimal numbers?

Oxford Active Mathematics pg. 73
- Worksheets
- Calculators

- Observation - Oral questions - Written assignments

Numbers

Squares and Square Roots - Squares of whole numbers and fractions

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

- Determine squares of whole numbers
- Solve problems involving squares of whole numbers
- Appreciate use of squares of whole numbers in real life

- Draw square grids and count total squares
- Use number of squares on one side to determine total squares
- Study multiplication charts to identify square numbers
- Solve real-life problems involving squares of whole numbers

Where do we apply squares and square roots in daily activities?

Oxford Active Mathematics pg. 78
- Square grids
- Multiplication charts

- Observation - Oral questions - Written tests

Numbers

Squares and Square Roots - Squares of fractions and decimals

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

- Determine squares of fractions and decimals
- Solve problems involving squares of fractions and decimals
- Value the use of squares in real life

- Make number cards with fractions and multiply by themselves
- Make decimal cards and multiply by themselves
- Discuss steps for finding squares of fractions and decimals
- Solve real-life problems involving squares of fractions and decimals

How do we determine squares of fractions and decimals?

Oxford Active Mathematics pg. 79
- Number cards
- Multiplication charts

- Observation - Oral questions - Written assignments

Numbers
Algebra
Algebra

Squares and Square Roots - Square roots of whole numbers, fractions and decimals
Algebraic Expressions - Forming algebraic expressions
Algebraic Expressions - Forming algebraic expressions

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

- Determine square roots of whole numbers, fractions and decimals
- Solve problems involving square roots
- Show interest in using square roots in real life

- Study multiplication charts to identify square roots
- Express numbers as products of prime factors to find square roots
- Convert decimals to fractions to find square roots
- Solve real-life problems involving square roots

Which steps do we follow to determine square roots of numbers?

Oxford Active Mathematics pg. 80-82
- Multiplication charts
- Worksheets
Oxford Active Mathematics pg. 90
- Bottle tops
- Objects in the environment
Oxford Active Mathematics pg. 91
- Writing materials

- Observation - Oral questions - Written tests

Algebra

Algebraic Expressions - Forming algebraic expressions
Algebraic Expressions - Simplifying algebraic expressions

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

- Form algebraic expressions from word statements
- Solve problems involving algebraic expressions
- Show interest in using algebraic expressions

- Analyze the farmer's scenario to form an expression for school fees
- Form expressions for different scenarios involving costs
- Create word problems involving algebraic expressions
- Discuss real-life applications of algebraic expressions

How do we form algebraic expressions from real-life situations?

Oxford Active Mathematics pg. 92
- Writing materials
Oxford Active Mathematics pg. 93

- Observation - Oral questions - Written assignments

Algebra

Algebraic Expressions - Simplifying algebraic expressions
Linear Equations - Forming linear equations

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

- Define a coefficient in algebraic expressions
- Simplify expressions with brackets
- Appreciate simplification of expressions in solving problems

- Write word questions involving algebraic expressions on cards
- Form and simplify expressions from the questions
- Discuss steps for simplifying expressions
- Remove brackets by multiplying terms inside by the coefficient

How do we open brackets to simplify an algebraic expression?

Oxford Active Mathematics pg. 94-95
- Blank cards
Oxford Active Mathematics pg. 97
- Beam balance
- Sand
- Bottle tops

- Observation - Oral questions - Written assignments

Algebra

Linear Equations - Forming and simplifying linear equations
Linear Equations - Solving linear equations
Linear Equations - Solving linear equations

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

- Form linear equations from word problems
- Simplify linear equations
- Show interest in forming equations from real-life situations

- Role-play conversations about buying geometrical sets
- Form equations from the conversations
- Analyze Munyiri's fish buying scenario
- Form and simplify equations involving multiple operations

How do we form linear equations from word problems?

Oxford Active Mathematics pg. 98-99
- Writing materials
Oxford Active Mathematics pg. 100
- Beam balance
- Marble
- Bottle tops
Oxford Active Mathematics pg. 101

- Observation - Oral questions - Written assignments

Algebra

Linear Equations - Solving linear equations

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

- Solve linear equations with brackets
- Solve equations involving fractions
- Value the use of equations in solving problems

- Create word questions involving linear equations
- Form and solve linear equations from word problems
- Discuss steps to solve equations: open brackets, collect like terms, isolate variable
- Apply equation solving to real-life contexts

When do we use linear equations in real life?

Oxford Active Mathematics pg. 102
- Worksheets

- Observation - Oral questions - Written tests

Algebra

Linear Equations - Application of linear equations

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

- Apply linear equations to solve real-life problems
- Form and solve equations from word problems
- Appreciate the use of equations in daily life

- Draw a triangle and find the sum of the angles
- Determine angle measurements using equations
- Solve word problems like the trader's egg sales example
- Apply linear equations to practical situations

Where do we apply linear equations in our day-to-day lives?

Oxford Active Mathematics pg. 103-104
- Geometrical instruments

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Inequality symbols

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

- Identify inequality symbols
- Apply inequality symbols to statements
- Value the use of inequality symbols in comparing quantities

- Make inequality cards with symbols
- Measure masses and heights of different objects
- Compare quantities using inequality symbols
- Read statements and use inequality symbols to compare quantities

Why is it necessary to use inequality symbols?

Oxford Active Mathematics pg. 105
- Inequality cards
- Objects
- Tape measure
- Beam balance

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Forming simple linear inequalities

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

- Form simple linear inequalities from statements
- Interpret inequality statements
- Show interest in using inequalities

- Discuss the scenario of antelopes in Ol Donyo Sabuk National Park
- Use inequality symbol to represent "less than 150"
- Form inequality statements from information
- Convert word statements to inequality expressions

How do we represent statements using inequalities?

Oxford Active Mathematics pg. 106
- Writing materials

- Observation - Oral questions - Written tests

Algebra

Linear Inequalities - Forming simple linear inequalities

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

- Form inequalities involving multiple operations
- Interpret complex inequality statements
- Appreciate the use of inequalities in real life

- Analyze the number puzzle: "Think of a number, multiply by 4, subtract 7..."
- Form inequality from the information
- Practice forming inequalities with multiple operations
- Solve real-life problems using inequalities

How do we form linear inequalities for complex statements?

Oxford Active Mathematics pg. 107
- Writing materials

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Illustrating simple inequalities
Linear Inequalities - Forming compound inequalities

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

- Draw number lines to represent inequalities
- Illustrate simple inequalities on a number line
- Value the use of number lines in representing inequalities

- Make inequality cards and draw a number line
- Stand on numbers and point to direction of inequality
- Use circles and arrows to show the range of values
- Practice illustrating different inequalities on number lines

How do we illustrate simple linear inequalities on a number line?

Oxford Active Mathematics pg. 108
- Piece of chalk/stick
Oxford Active Mathematics pg. 109-110
- Inequality cards

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Forming compound inequalities

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

- Form compound inequalities from statements
- Solve problems involving compound inequalities
- Appreciate compound inequalities in real life

- Analyze salary range statements: "more than 1,200 but less than 2,500"
- Form compound inequalities from real situations like fare, pitch dimensions
- Practice writing inequalities in the form "lower bound < x < upper bound"
- Create and solve word problems with compound inequalities

When do we use compound inequalities in real life?

Oxford Active Mathematics pg. 111
- Writing materials

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Illustrating compound inequalities

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

- Draw number lines for compound inequalities
- Illustrate compound inequalities on a number line
- Value the graphical representation of inequalities

- Make inequality cards and form compound inequalities
- Draw number line and demonstrate the range on the ground
- Join two circles using a straight line on number lines
- Practice illustrating various compound inequalities

How do we illustrate compound inequalities on a number line?

Oxford Active Mathematics pg. 112
- Inequality cards
- Piece of chalk/stick

- Observation - Oral questions - Written tests

Algebra
Measurements

Linear Inequalities - Illustrating compound inequalities
Pythagorean Relationship - Sides of a right-angled triangle

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

- Form compound inequalities from practical situations
- Illustrate the inequalities on number lines
- Appreciate the application of inequalities in real life

- Analyze Maleche's plasticine weighing scenario with beam balances
- Form inequalities for each weighing and combine them
- Draw number lines to illustrate the compound inequalities
- Relate unbalanced beam balances to inequalities

How do we apply compound inequalities to real-life situations?

Oxford Active Mathematics pg. 113-114
- Blank cards
- Oxford Active Mathematics 7
- Page 116
- Squared paper
- Ruler
- Ladder or long stick

- Observation - Oral questions - Written assignments

Measurements

Pythagorean Relationship - Deriving Pythagorean relationship
Pythagorean Relationship - Working with Pythagorean relationship

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

- Identify Pythagorean relationship in different situations
- Establish the relationship between the squares of sides of a right-angled triangle
- Appreciate the Pythagorean relationship in right-angled triangles

- Draw right-angled triangles using squares
- Work out the area of each square on the sides of the triangle
- Relate the areas to derive the Pythagorean relationship
- Establish that the square of the hypotenuse equals the sum of squares of the other two sides

How do we identify the Pythagorean relationship?

- Oxford Active Mathematics 7
- Page 117
- Squared or graph paper
- Ruler
- Page 118
- Calculator

- Written assignments - Oral questions - Class activities

Measurements

Pythagorean Relationship - Applications of Pythagorean relationship
Length - Conversion of units of length
Length - Addition and subtraction of length

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

- Apply Pythagorean relationship to real life situations
- Solve problems involving Pythagorean relationship
- Promote use of Pythagoras Theorem in real life situations

- Identify right-angled triangles on objects and structures in the environment
- Work out problems involving height, distance, and length using the Pythagorean relationship
- Create Pythagorean relationship puzzles

Where do we apply the Pythagorean relationship in real life?

- Oxford Active Mathematics 7
- Page 119
- Metre rule
- Ruler
- Tape measure
- Page 122
- One-metre stick or string
- Ruler or metre rule
- Page 125
- Conversion tables of units of length

- Observation - Written assignments - Class activities

Measurements

Length - Multiplication and division of length
Length - Perimeter of plane figures

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

- Multiply length by whole numbers
- Divide length by whole numbers
- Appreciate the use of multiplication and division of length in daily life

- Multiply lengths in different units by whole numbers
- Divide lengths in different units by whole numbers
- Relate multiplication and division of length to real-life situations

Where do we use multiplication and division of length in real life?

- Oxford Active Mathematics 7
- Page 126
- Writing materials
- Page 128
- Paper cut-outs
- Ruler
- String

- Written work - Observation - Class activities

Measurements

Length - Circumference of circles

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

- Define circumference as the distance around a circle
- Establish the relationship between circumference and diameter
- Calculate the circumference of circles

- Measure the circumference of circular objects using string
- Measure the diameter of circular objects
- Establish the relationship between circumference and diameter as π
- Calculate the circumference of circles using the formula C = πd or C = 2πr

How do we calculate the circumference of a circle?

- Oxford Active Mathematics 7
- Page 130
- String
- Ruler
- Set square
- Circular objects

- Observation - Written assignments - Class activities

Measurements

Length - Applications of length
Area - Square metre, acres and hectares

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

- Apply perimeter and circumference in real life situations
- Solve problems involving perimeter and circumference
- Value the application of length measurements in solving problems

- Identify real-life situations where perimeter and circumference are used
- Work out problems involving fencing, binding edges, and circular objects
- Discuss the application of perimeter and circumference in agriculture, construction and other fields

How do we use measurements of length in daily activities?

- Oxford Active Mathematics 7
- Page 132
- Measuring tools
- Models of different shapes
- Page 135
- 1 m sticks
- Ruler
- Pieces of string or masking tape

- Oral questions - Written assignments - Class activities

Measurements

Area - Area of rectangle and parallelogram

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

- Work out the area of a rectangle
- Work out the area of a parallelogram
- Appreciate the use of area in real life situations

- Create rectangles and parallelograms using sticks and strings
- Establish the formula for area of rectangle as length × width
- Transform a rectangle to a parallelogram to establish that area of a parallelogram = base × height

How do we calculate the area of a rectangle and a parallelogram?

- Oxford Active Mathematics 7
- Page 137
- Pieces of string or masking tape
- Sticks
- Paper
- Scissors

- Observation - Written assignments - Class activities

Measurements

Area - Area of a rhombus

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

- Define a rhombus as a special parallelogram with all sides equal
- Calculate the area of a rhombus
- Show interest in learning about rhombuses

- Create a rhombus from a square by manipulating the vertices
- Establish two methods for calculating the area of a rhombus: base × height and half the product of diagonals
- Measure diagonals of rhombuses and calculate their areas

How do we calculate the area of a rhombus?

- Oxford Active Mathematics 7
- Page 139
- Four pieces of stick of equal length
- Pieces of string or masking tape
- Paper
- Scissors

- Observation - Written assignments - Class activities

Measurements

Area - Area of a trapezium

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

- Define a trapezium as a quadrilateral with one pair of parallel sides
- Calculate the area of a trapezium
- Value the concept of area in problem-solving

- Draw and cut out trapezium shapes
- Arrange two identical trapeziums to form a parallelogram
- Derive the formula for the area of a trapezium as half the sum of parallel sides times the height

How do we calculate the area of a trapezium?

- Oxford Active Mathematics 7
- Page 141
- Ruler
- Pieces of paper
- Pair of scissors

- Observation - Written assignments - Class activities

Measurements

Area - Area of a circle

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

- Work out the area of circles
- Derive the formula for the area of a circle
- Appreciate the importance of calculating areas of circles

- Draw a circle and divide it into sectors
- Rearrange the sectors to form a shape resembling a rectangle
- Derive the formula for the area of a circle as πr²
- Calculate areas of circles with different radii

How do we calculate the area of a circle?

- Oxford Active Mathematics 7
- Page 143
- Pieces of paper
- Pair of scissors
- Ruler
- Pair of compasses

- Observation - Written assignments - Class activities

Measurements

Area - Area of borders

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

- Define a border as the region between two shapes
- Calculate the area of borders
- Value the application of area of borders in real life

- Create borders by placing one shape inside another
- Calculate the area of a border by subtracting the area of the inner shape from the area of the outer shape
- Solve real-life problems involving borders

How do we calculate the area of a border?

- Oxford Active Mathematics 7
- Page 144
- Pair of scissors
- Pieces of paper
- Ruler

- Observation - Written assignments - Class activities

Measurements

Area - Area of combined shapes
Area - Applications of area

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

- Identify combined shapes in the environment
- Calculate the area of combined shapes
- Appreciate the use of area of combined shapes in real life situations

- Cut out different shapes and combine them to make patterns
- Divide combined shapes into regular shapes
- Calculate the area of each part separately and add them up
- Solve real-life problems involving combined shapes

How do we work out the area of combined shapes?

- Oxford Active Mathematics 7
- Page 146
- Pair of scissors
- Ruler
- Pieces of paper
- Page 147
- Chart showing area formulas
- Calculator

- Observation - Written assignments - Class activities

Measurements

Volume and Capacity - Cubic metre as unit of volume

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

- Identify cubic metre (m³) as a unit of volume
- Construct a model of a cubic metre
- Appreciate the cubic metre as a standard unit of volume

- Join twelve sticks of length 1 m each to form a cube
- Cover the cube with paper to make a closed cube
- Discuss the volume of a cubic metre (1m × 1m × 1m = 1m³)
- Identify real-life applications of cubic metres

How do we use cubic metre to work out volume?

- Oxford Active Mathematics 7
- Page 149
- Twelve sticks of length 1 m each
- Old pieces of paper
- Pair of scissors
- Ruler

- Observation - Oral questions - Class activities

Measurements

Volume and Capacity - Conversion of cubic metres to cubic centimetres

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

- Convert volume from cubic metres to cubic centimetres
- Relate cubic metres to cubic centimetres
- Show interest in converting units of volume

- Measure dimensions of a cube in metres and calculate its volume in cubic metres
- Measure the same cube in centimetres and calculate its volume in cubic centimetres
- Establish the relationship between cubic metres and cubic centimetres (1m³ = 1,000,000cm³)

How do we convert volume in cubic metres to cubic centimetres?

- Oxford Active Mathematics 7
- Page 150
- A cube whose sides measure 1 m
- Ruler

- Observation - Oral questions - Written work

Measurements

Volume and Capacity - Conversion of cubic centimetres to cubic metres

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

- Convert volume from cubic centimetres to cubic metres
- Solve problems involving conversion of units of volume
- Value the importance of converting units of volume

- Measure dimensions of various objects in centimetres and calculate their volumes in cubic centimetres
- Convert the volumes from cubic centimetres to cubic metres
- Establish that to convert from cubic centimetres to cubic metres, divide by 1,000,000

How do we convert volume in cubic centimetres to cubic metres?

- Oxford Active Mathematics 7
- Page 152
- Ruler or tape measure
- Calculator

- Observation - Oral questions - Written work

Measurements

Volume and Capacity - Volume of cubes and cuboids

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

- Calculate the volume of cubes
- Calculate the volume of cuboids
- Appreciate the use of volume in real life situations

- Create models of cubes and cuboids using clay or plasticine
- Measure the dimensions of the models
- Establish that volume = length × width × height
- Calculate volumes of various cubes and cuboids

How do we calculate the volume of cubes and cuboids?

- Oxford Active Mathematics 7
- Page 153
- Clay or plasticine
- Ruler
- Mathematics textbooks

- Observation - Written assignments - Class activities

Measurements

Volume and Capacity - Volume of a cylinder
Volume and Capacity - Relationship between cubic measurements and litres

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

- Identify the cross-section of a cylinder as a circle
- Calculate the volume of a cylinder
- Show interest in calculating volumes of cylinders

- Make a pile of coins of the same denomination
- Identify the cross-section of the pile as a circle
- Establish that volume of a cylinder = πr²h
- Calculate volumes of various cylinders

How do we work out the volume of a cylinder?

- Oxford Active Mathematics 7
- Page 155
- Kenyan coins of the same denomination
- Circular objects
- Calculator
- Page 156
- A cube whose sides measure 10 cm
- Container
- Basin
- Graduated cylinder

- Observation - Written assignments - Class activities

Measurements

Volume and Capacity - Relating volume to capacity

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

- Relate volume to capacity
- Convert between volume and capacity
- Show interest in the relationship between volume and capacity

- Calculate the volume of various containers
- Use bottles to fill the containers with water
- Count the number of bottles needed to fill each container
- Compare the volume of containers with their capacity

How is volume related to capacity?

- Oxford Active Mathematics 7
- Page 157
- Bottles with capacities labelled on them
- Containers of different sizes

- Observation - Oral questions - Written work

Measurements

Volume and Capacity - Working out capacity of containers

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

- Define capacity as the maximum amount of liquid a container can hold
- Calculate the capacity of containers
- Appreciate use of volume and capacity in real life situations

- Calculate the volume of different containers
- Convert the volume to capacity in litres
- Solve problems involving capacity of tanks, pipes, and other containers

How do we work out the capacity of a container?

- Oxford Active Mathematics 7
- Page 158
- Containers of different sizes

- Observation - Written assignments - Class activities

Measurements

Time, Distance and Speed - Units of measuring time

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

- Identify units of measuring time
- Read time on analogue and digital clocks
- Appreciate the importance of time in daily activities

- Read time on different types of clocks
- Identify units of time (hours, minutes, seconds)
- Discuss the importance of time management

In which units can we express time?

- Oxford Active Mathematics 7
- Page 160
- Analogue and digital clocks

- Observation - Oral questions - Written work

Measurements

Time, Distance and Speed - Conversion of units of time

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

- Convert time from one unit to another
- Apply conversion of time in real life situations
- Value the importance of converting units of time

- Create conversion tables for units of time
- Convert between hours, minutes, and seconds
- Solve problems involving conversion of time

How do we convert units of time?

- Oxford Active Mathematics 7
- Page 161
- Conversion tables of units of time

- Observation - Oral questions - Written work

Measurements

Time, Distance and Speed - Conversion of units of distance

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

- Convert distance from one unit to another
- Apply conversion of distance in real life situations
- Appreciate the importance of converting units of distance

- Estimate distances between places in kilometres
- Convert distances from kilometres to metres and vice versa
- Create conversion tables for units of distance

How do we convert distance from one unit to another?

- Oxford Active Mathematics 7
- Page 162
- Conversion tables of units of distance

- Observation - Oral questions - Written work

Measurements

Time, Distance and Speed - Identification of speed
Time, Distance and Speed - Calculation of speed in m/s

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

- Identify speed as distance covered per unit time
- Compare speeds of different objects or persons
- Show interest in the concept of speed

- Organize races over measured distances
- Record the time taken by each participant
- Calculate the distance covered in one second
- Discuss the concept of speed as distance covered per unit time

What do you think are the units of measuring speed?

- Oxford Active Mathematics 7
- Page 163
- Stopwatch
- Metre stick
- Page 164
- Calculator

- Observation - Oral questions - Class activities

Measurements

Time, Distance and Speed - Calculation of speed in km/h

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

- Calculate speed in kilometres per hour (km/h)
- Apply the formula for speed in real life situations
- Appreciate the concept of speed in daily life

- Examine signboards showing distances between destinations
- Calculate speed by dividing distance in kilometres by time in hours
- Solve problems involving speed in km/h

Why is speed an important measurement in our daily lives?

- Oxford Active Mathematics 7
- Page 165
- Charts showing distances between locations
- Calculator

- Observation - Written assignments - Class activities

Measurements

Time, Distance and Speed - Conversion of speed from km/h to m/s

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

- Convert speed from km/h to m/s
- Apply conversion of speed in real life situations
- Show interest in converting units of speed

- Convert distance from kilometres to metres
- Convert time from hours to seconds
- Apply the relationship: 1 km/h = 1000 m ÷ 3600 s = 5/18 m/s
- Solve problems involving conversion of speed from km/h to m/s

How do we convert speed in kilometres per hour to metres per second?

- Oxford Active Mathematics 7
- Page 166
- Calculator
- Conversion charts

- Observation - Written assignments - Class activities

Measurements

Time, Distance and Speed - Conversion of units of speed from m/s to km/h

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

- Convert speed from m/s to km/h
- Apply conversion of speed in real life situations
- Appreciate the importance of converting units of speed

- Convert distance from metres to kilometres
- Convert time from seconds to hours
- Apply the relationship: 1 m/s = 3.6 km/h
- Solve problems involving conversion of speed from m/s to km/h

How do we convert speed in metres per second to kilometres per hour?

- Oxford Active Mathematics 7
- Page 168
- Calculator
- Conversion charts

- Observation - Written assignments - Class activities

Measurements

Temperature - Measuring temperature

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

- Describe the temperature conditions of the immediate environment
- Measure temperature using a thermometer
- Value the importance of measuring temperature

- Observe and discuss temperature conditions in the environment (warm, hot, cold)
- Use a thermometer to measure temperature
- Record temperature readings in degrees Celsius

How do we measure temperature?

- Oxford Active Mathematics 7
- Page 170
- Thermometer or thermogun

- Observation - Oral questions - Written work

Measurements

Temperature - Comparing temperature
Temperature - Units of measuring temperature

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

- Compare temperature using hotter, warmer, colder and same as
- Measure temperature of different substances
- Show interest in temperature changes

- Measure temperatures of different substances
- Compare temperatures using terms like hotter, warmer, colder
- Discuss how temperature affects daily activities

How does temperature affect our everyday lives?

- Oxford Active Mathematics 7
- Page 171
- Thermometer
- Various substances to test temperature
- Page 172
- Temperature charts

- Observation - Oral questions - Written work

Measurements

Temperature - Conversion from degrees Celsius to Kelvin

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

- Convert temperature from degrees Celsius to Kelvin
- Apply the formula for conversion
- Appreciate the importance of converting units of temperature

- Measure temperatures in degrees Celsius
- Convert the temperatures to Kelvin using the formula K = °C + 273
- Create conversion tables for temperature

How do we convert temperature from degrees Celsius to Kelvin?

- Oxford Active Mathematics 7
- Page 173
- Thermometer
- Ice or very cold water
- Calculator

- Observation - Written assignments - Class activities

Measurements

Temperature - Conversion from Kelvin to degrees Celsius

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

- Convert temperature from Kelvin to degrees Celsius
- Apply the formula for conversion
- Value the relationship between Kelvin and Celsius scales

- Convert temperatures from Kelvin to degrees Celsius using the formula °C = K - 273
- Create conversion tables for temperature
- Solve problems involving temperature conversion

How do we convert temperature from Kelvin to degrees Celsius?

- Oxford Active Mathematics 7
- Page 174
- Writing materials
- Calculator

- Observation - Written assignments - Class activities

Measurements

Temperature - Working out temperature

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

- Calculate temperature changes
- Work out temperature in degrees Celsius and Kelvin
- Appreciate temperature changes in the environment

- Record temperatures at different times of the day
- Calculate temperature differences
- Solve problems involving temperature changes
- Convert temperature changes between Celsius and Kelvin

How do we work out temperature in degrees Celsius and in Kelvin?

- Oxford Active Mathematics 7
- Page 175
- Temperature data
- Calculator

- Observation - Written assignments - Class activities