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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
|
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