Home






SCHEME OF WORK
Mathematics
Grade 7 2025
TERM II
School


To enable/disable signing area for H.O.D & Principal, click here to update signature status on your profile.




To enable/disable showing Teachers name and TSC Number, click here to update teacher details status on your profile.












Did you know that you can edit this scheme? Just click on the part you want to edit!!! (Shift+Enter creates a new line)


WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
1 1
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
1 2
Numbers
Squares and Square Roots - Squares of fractions and decimals
Squares and Square Roots - Square roots of whole numbers, 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
Oxford Active Mathematics pg. 80-82
- Worksheets
- Observation - Oral questions - Written assignments
1 3
Algebra
Algebraic Expressions - Forming algebraic expressions
By the end of the lesson, the learner should be able to:

- Define an algebraic expression
- Form algebraic expressions from real-life situations
- Value the use of algebraic expressions in daily life
- Identify similarities and differences in bottle tops
- Group bottle tops based on identified similarities/differences
- Form expressions to represent the total number of bottle tops
- Go around the school compound identifying and grouping objects
How do we form algebraic expressions from real-life situations?
Oxford Active Mathematics pg. 90
- Bottle tops
- Objects in the environment
Oxford Active Mathematics pg. 91
- Writing materials
- Observation - Oral questions - Written assignments
1 4
Algebra
Algebraic Expressions - Forming algebraic expressions
Algebraic Expressions - Simplifying 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
Oxford Active Mathematics pg. 94-95
- Blank cards
- Observation - Oral questions - Written assignments
1 5
Algebra
Linear Equations - Forming linear equations
Linear Equations - Forming and simplifying linear equations
By the end of the lesson, the learner should be able to:

- Define a linear equation
- Form linear equations in one unknown
- Value the use of linear equations in real life
- Use a beam balance with sand and bottle tops to demonstrate equality
- Form equations that represent the balance
- Analyze Akelo's travel time scenario
- Form equations from word problems
Why do we use linear equations in real life?
Oxford Active Mathematics pg. 97
- Beam balance
- Sand
- Bottle tops
Oxford Active Mathematics pg. 98-99
- Writing materials
- Observation - Oral questions - Written assignments
2 1
Algebra
Linear Equations - Solving linear equations
By the end of the lesson, the learner should be able to:

- Solve linear equations involving addition and subtraction
- Verify solutions by substitution
- Appreciate the use of linear equations in problem-solving
- Use beam balance with marble and bottle tops to demonstrate equation solving
- Remove bottle tops equally from both sides until marble is isolated
- Solve equations like x+12=24 by subtracting from both sides
- Verify solutions by substituting back into the original equation
How do we solve linear equations?
Oxford Active Mathematics pg. 100
- Beam balance
- Marble
- Bottle tops
Oxford Active Mathematics pg. 101
- Writing materials
- Observation - Oral questions - Written tests
2 2
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
2 3
Algebra
Linear Equations - Application of linear equations
Linear Inequalities - Inequality symbols
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
Oxford Active Mathematics pg. 105
- Inequality cards
- Objects
- Tape measure
- Beam balance
- Observation - Oral questions - Written assignments
2 4
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
2 5
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
3 1
Algebra
Linear Inequalities - Illustrating simple 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
- Observation - Oral questions - Written assignments
3 2
Algebra
Linear Inequalities - Forming compound inequalities
By the end of the lesson, the learner should be able to:

- Define a compound inequality
- Form compound inequalities from two inequalities
- Show interest in using compound inequalities
- Make inequality cards and pick two at a time
- Form compound inequalities from the two cards
- Study example of committee representation where members must be >4 but <11
- Practice combining inequalities
How do we form compound inequalities?
Oxford Active Mathematics pg. 109-110
- Inequality cards
Oxford Active Mathematics pg. 111
- Writing materials
- Observation - Oral questions - Written tests
3 3
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
3 4
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
3 5
Measurements
Pythagorean Relationship - Deriving Pythagorean relationship
Pythagorean Relationship - Working with Pythagorean relationship
Pythagorean Relationship - Applications of 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
- Page 119
- Metre rule
- Tape measure
- Written assignments - Oral questions - Class activities
4 1
Measurements
Length - Conversion of units of length
Length - Addition and subtraction of length
By the end of the lesson, the learner should be able to:

- Convert units of length from one form to another involving cm, dm, m, Dm, Hm
- Arrange units of length in ascending and descending order
- Appreciate the importance of converting units of length
- Measure different lengths using various units
- Create conversion tables for units of length
- Perform conversions between different units of length
- Arrange units of length in ascending and descending order
What is the relationship between different units of length?
- Oxford Active Mathematics 7
- Page 122
- One-metre stick or string
- Ruler or metre rule
- Page 125
- Conversion tables of units of length
- Observation - Oral questions - Written work
4 2
Measurements
Length - Multiplication and division of length
Length - Perimeter of plane figures
Length - Circumference of circles
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
- Page 130
- Set square
- Circular objects
- Written work - Observation - Class activities
4 3
Measurements
Length - Applications of length
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
- Oral questions - Written assignments - Class activities
4 4
Measurements
Area - Square metre, acres and hectares
By the end of the lesson, the learner should be able to:

- Identify square metre (m²), acres and hectares as units of measuring area
- Convert between square metres, acres and hectares
- Appreciate different units of measuring area
- Join four 1 m sticks to make a square
- Determine the area of a square metre
- Convert between square metres, acres, and hectares
- Identify real-life applications of different units of area
How big is a square metre as a unit of measuring area?
- Oxford Active Mathematics 7
- Page 135
- 1 m sticks
- Ruler
- Pieces of string or masking tape
- Observation - Oral questions - Written work
4 5
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
5 1
Measurements
Area - Area of a rhombus
Area - Area of a trapezium
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
- Page 141
- Ruler
- Pieces of paper
- Pair of scissors
- Observation - Written assignments - Class activities
5 2
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
5 3
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
5 4
Measurements
Area - Area of combined shapes
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
- Observation - Written assignments - Class activities
5 5
Measurements
Area - Applications of area
Volume and Capacity - Cubic metre as unit of volume
By the end of the lesson, the learner should be able to:

- Apply formulas for areas of different shapes in real life situations
- Solve problems involving area
- Recognise use of area in real life situations
- Discuss the application of area in different fields such as construction, agriculture, and interior design
- Calculate areas of various shapes in real-life contexts
- Solve problems involving area measurements
Where do we apply area measurements in real life?
- Oxford Active Mathematics 7
- Page 147
- Chart showing area formulas
- Calculator
- Page 149
- Twelve sticks of length 1 m each
- Old pieces of paper
- Pair of scissors
- Ruler
- Oral questions - Written assignments - Class activities
6 1
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
6 2
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
6 3
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
6 4
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
6 5
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
7 1
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
7 2
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
7 3
Measurements
Time, Distance and Speed - Conversion of units of time
Time, Distance and Speed - Conversion of units of distance
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
- Page 162
- Conversion tables of units of distance
- Observation - Oral questions - Written work
7 4
Measurements
Time, Distance and Speed - Identification of speed
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
- Observation - Oral questions - Class activities
7 5
Measurements
Time, Distance and Speed - Calculation of speed in m/s
By the end of the lesson, the learner should be able to:

- Calculate speed in metres per second (m/s)
- Apply the formula for speed in real life situations
- Value the importance of speed in daily activities
- Measure distances in metres
- Record time taken to cover the distances in seconds
- Calculate speed by dividing distance by time
- Express speed in metres per second
Which steps do you follow in order to calculate speed in metres per second?
- Oxford Active Mathematics 7
- Page 164
- Stopwatch
- Metre stick
- Calculator
- Observation - Written assignments - Class activities
8 1
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
8 2
Measurements
Time, Distance and Speed - Conversion of speed from km/h to m/s
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 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
- Page 168
- Observation - Written assignments - Class activities
8-9

Mid term

9 2
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
9 3
Measurements
Temperature - Comparing 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
- Observation - Oral questions - Written work
9 4
Measurements
Temperature - Units of measuring temperature
By the end of the lesson, the learner should be able to:

- Identify units of measuring temperature as degree Celsius and Kelvin
- Appreciate the use of standard units in measuring temperature
- Show interest in temperature measurement
- Discuss the Celsius and Kelvin scales
- Measure temperatures using a thermometer
- Record temperature readings in degrees Celsius
- Discuss absolute zero and the Kelvin scale
In which units do we measure temperature?
- Oxford Active Mathematics 7
- Page 172
- Thermometer
- Temperature charts
- Observation - Oral questions - Written work
9 5
Measurements
Temperature - Conversion from degrees Celsius to Kelvin
Temperature - Conversion from Kelvin to degrees Celsius
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
- Page 174
- Writing materials
- Observation - Written assignments - Class activities
10 1
Measurements
Geometry
Temperature - Working out temperature
Angles on a straight line
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
- Oxford Active Mathematics pg. 206
- Protractors
- Rulers
- Straight edges
- Charts showing angles on a straight line
- Digital resources with angle demonstrations
- Observation - Written assignments - Class activities
10 2
Geometry
Angles on a straight line
Angles at a point
By the end of the lesson, the learner should be able to:

- Apply the concept of supplementary angles
- Solve problems involving angles on a straight line
- Appreciate use of angles on a straight line in real life
- Learners work out the values of angles on a straight line
- Learners discuss how angles on a straight line add up to 180°
- Learners practice solving problems involving supplementary angles
Where do we use angles on a straight line in real life?
- Oxford Active Mathematics pg. 207
- Unit angles
- Worksheets with angle problems
- Objects with angles from the environment
- Online angle calculators
- Oxford Active Mathematics pg. 208
- Protractors
- Rulers
- Angle charts showing angles at a point
- Digital devices for angle demonstrations
- Cut-out models of angles at a point
- Written tests - Oral questions - Class activities
10 3
Geometry
Angles at a point
Alternate angles
Corresponding angles
By the end of the lesson, the learner should be able to:

- Determine the values of angles at a point
- Identify vertically opposite angles
- Appreciate the use of angles at a point in real life
- Learners calculate values of angles at a point
- Learners identify and discuss vertically opposite angles
- Learners work through examples involving angles at a point
What are vertically opposite angles?
- Oxford Active Mathematics pg. 209
- Protractors
- Rulers
- Worksheets with problems involving angles at a point
- Geometrical models
- Videos on angles at a point
- Oxford Active Mathematics pg. 210
- Parallel line models
- Charts showing alternate angles
- Digital resources with angle demonstrations
- Colored pencils to mark angles
- Oxford Active Mathematics pg. 211
- Charts showing corresponding angles
- Worksheets with corresponding angle problems
- Colored pencils
- Written tests - Oral questions - Class activities
10 4
Geometry
Co-interior angles
Angles in a parallelogram
By the end of the lesson, the learner should be able to:

- Identify co-interior angles
- Determine the values of co-interior angles
- Appreciate relationships among angles
- Learners draw parallel lines and a transversal
- Learners mark and measure angles formed
- Learners identify co-interior angles and discover they sum to 180°
What are co-interior angles?
- Oxford Active Mathematics pg. 212
- Protractors
- Rulers
- Parallel line models
- Charts showing co-interior angles
- Digital resources with angle demonstrations
- Worksheets with angle problems
- Oxford Active Mathematics pg. 213
- Parallelogram models
- Cardboard cut-outs of parallelograms
- Worksheets with problems involving parallelograms
- Digital devices for demonstrations
- Observation - Oral questions - Written assignments
10 5
Geometry
Angle properties of polygons
Exterior angles of a polygon
By the end of the lesson, the learner should be able to:

- Identify different types of polygons
- Determine the sum of interior angles in polygons
- Appreciate angle properties of polygons
- Learners draw different polygons
- Learners measure the interior angles of each polygon
- Learners discuss the relationship between number of sides and sum of interior angles
How do we get the sum of the interior angles in a polygon?
- Oxford Active Mathematics pg. 214
- Protractors
- Rulers
- Cut-outs of different polygons
- Charts showing polygon properties
- Worksheets with polygon problems
- Digital resources with polygon demonstrations
- Oxford Active Mathematics pg. 215
- Charts showing exterior angles
- Observation - Oral questions - Written assignments
11 1
Geometry
Measuring angles
By the end of the lesson, the learner should be able to:

- Identify different types of angles
- Measure angles using a protractor
- Appreciate the importance of measuring angles accurately
- Learners draw different types of angles
- Learners measure angles using a protractor
- Learners practice measuring various angles
How do we measure angles?
- Oxford Active Mathematics pg. 220
- Protractors
- Rulers
- Angle charts
- Worksheets with different types of angles
- Digital angle measuring apps
- Objects with angles from the environment
- Observation - Oral questions - Written assignments
11 2
Geometry
Bisecting angles
By the end of the lesson, the learner should be able to:

- Understand the concept of angle bisection
- Bisect angles using a ruler and compass
- Show interest in bisecting angles
- Learners draw angles of various sizes
- Learners use a ruler and compass to bisect angles
- Learners verify bisection by measuring the resulting angles
Which steps do we follow to bisect an angle?
- Oxford Active Mathematics pg. 221
- Protractors
- Rulers
- Pair of compasses
- Charts showing angle bisection steps
- Videos demonstrating angle bisection
- Worksheets with angles to bisect
- Written tests - Oral questions - Class activities
11 3
Geometry
Constructing 90° and 45°
By the end of the lesson, the learner should be able to:

- Construct 90° using a ruler and compass
- Construct 45° using a ruler and compass
- Show interest in geometric constructions
- Learners draw a straight line and mark a point on it
- Learners construct 90° using a ruler and compass
- Learners bisect 90° to obtain 45°
How do we construct 90° and 45° angles?
- Oxford Active Mathematics pg. 222
- Rulers
- Pair of compasses
- Protractors for verification
- Charts showing construction steps
- Videos demonstrating angle construction
- Construction worksheets
- Observation - Oral questions - Written assignments
11 4
Geometry
Constructing 60° and 30°
Constructing 120°
By the end of the lesson, the learner should be able to:

- Construct 60° using a ruler and compass
- Construct 30° using a ruler and compass
- Appreciate the precision of geometric constructions
- Learners draw a straight line and mark a point on it
- Learners construct 60° using a ruler and compass
- Learners bisect 60° to obtain 30°
Which steps do we follow to construct 60° and 30°?
- Oxford Active Mathematics pg. 223
- Rulers
- Pair of compasses
- Protractors for verification
- Charts showing construction steps
- Videos demonstrating angle construction
- Construction worksheets
- Oxford Active Mathematics pg. 224
- Videos demonstrating 120° construction
- Written tests - Oral questions - Class activities
11 5
Geometry
Constructing 150°
By the end of the lesson, the learner should be able to:

- Construct 150° using a ruler and compass
- Apply construction skills in different contexts
- Show interest in angle constructions
- Learners draw a straight line
- Learners construct 30° and identify that the adjacent angle is 150°
- Learners verify the construction by measuring the angle
Which steps do we follow to construct 150°?
- Oxford Active Mathematics pg. 225
- Rulers
- Pair of compasses
- Protractors for verification
- Charts showing construction steps
- Videos demonstrating 150° construction
- Construction worksheets
- Written tests - Oral questions - Class activities
12 1
Geometry
Constructing 75° and 105°
By the end of the lesson, the learner should be able to:

- Construct 75° using a ruler and compass
- Construct 105° using a ruler and compass
- Show interest in angle constructions
- Learners construct 90° and 60° within it
- Learners bisect 30° to obtain 75°
- Learners identify that the adjacent angle to 75° is 105°
How do we construct 75° and 105°?
- Oxford Active Mathematics pg. 226
- Rulers
- Pair of compasses
- Protractors for verification
- Charts showing construction steps
- Videos demonstrating angle construction
- Construction worksheets
- Observation - Oral questions - Written assignments
12 2
Geometry
Constructing multiples of 7.5°
By the end of the lesson, the learner should be able to:

- Construct angles that are multiples of 7.5°
- Apply construction skills in different contexts
- Appreciate the precision of geometric constructions
- Learners construct 15° by bisecting 30°
- Learners bisect 15° to obtain 7.5°
- Learners practice constructing various multiples of 7.5°
How do we construct angles that are multiples of 7.5°?
- Oxford Active Mathematics pg. 226
- Rulers
- Pair of compasses
- Protractors for verification
- Charts showing construction steps
- Videos demonstrating angle construction
- Construction worksheets
- Written tests - Oral questions - Class activities
12 3
Geometry
Constructing equilateral triangles
Constructing isosceles triangles
By the end of the lesson, the learner should be able to:

- Identify properties of an equilateral triangle
- Construct an equilateral triangle using a ruler and compass
- Show interest in constructing triangles
- Learners draw a straight line of given length
- Learners use a compass to mark arcs
- Learners join points to form an equilateral triangle
How do we construct an equilateral triangle?
- Oxford Active Mathematics pg. 227
- Rulers
- Pair of compasses
- Protractors for verification
- Cut-outs of equilateral triangles
- Charts showing construction steps
- Videos demonstrating triangle construction
- Construction worksheets
- Oxford Active Mathematics pg. 228
- Cut-outs of isosceles triangles
- Observation - Oral questions - Written assignments
12 4
Geometry
Constructing right-angled triangles
By the end of the lesson, the learner should be able to:

- Identify properties of a right-angled triangle
- Construct a right-angled triangle using a ruler and compass
- Show interest in triangle constructions
- Learners draw a straight line
- Learners construct a 90° angle
- Learners complete the triangle by joining points
How do we construct a right-angled triangle?
- Oxford Active Mathematics pg. 229
- Rulers
- Pair of compasses
- Protractors for verification
- Cut-outs of right-angled triangles
- Charts showing construction steps
- Videos demonstrating triangle construction
- Construction worksheets
- Observation - Oral questions - Written assignments
12 5
Geometry
Constructing circles
By the end of the lesson, the learner should be able to:

- Identify elements of a circle
- Construct circles using a compass
- Appreciate the application of circles in real life
- Learners use strings and sticks to construct circles outdoors
- Learners use a compass to draw circles of given radius
- Learners identify radius and diameter of circles
How do we construct circles?
- Oxford Active Mathematics pg. 231
- Pair of compasses
- Rulers
- String and sticks for outdoor activities
- Circular objects of different sizes
- Charts showing circle elements
- Videos demonstrating circle construction
- Construction worksheets
- Written tests - Oral questions - Class activities

Your Name Comes Here


Download

Feedback