Geometry

Position and Direction - Clockwise and anticlockwise turns

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

- Identify a clockwise turn in the environment
- Demonstrate a clockwise turn correctly
- Show interest in learning about position and direction

- Learners observe a clock face and discuss the direction in which clock hands move
- In groups, learners identify objects in their surroundings that turn in a clockwise direction
- Learners practice making clockwise turns individually and in pairs
- Learners open and close taps to demonstrate clockwise and anticlockwise movements

How can you tell the difference between clockwise and anticlockwise directions?

- Oxford Let’s Do Mathematics pg. 136
-Clock faces
-Digital devices
- Oxford Let’s Do Mathematics pg. 137

- Observation - Oral questions - Written assignments

Geometry

Position and Direction - Quarter, half and full turns

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

- Identify quarter, half and full turns in the environment
- Demonstrate a full turn correctly
- Show curiosity in exploring different types of turns

- Learners observe a roundabout illustration and discuss vehicle movements
- Learners draw a compass on the ground and practice making full turns
- In groups, learners move along paths in the school compound and identify the turns they make
- Learners relate compass directions (N, S, E, W) to turns

How many quarter turns make up a full turn?

- Oxford Let’s Do Mathematics pg. 138
-Compass drawings
-Digital devices

- Observation - Practical activities - Oral questions

Geometry

Position and Direction - Quarter, half and full turns

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

- Demonstrate quarter and half turns correctly
- Relate compass directions to quarter and half turns
- Appreciate the use of turns in navigation

- Learners draw a compass and practice making quarter turns in clockwise and anticlockwise directions
- Learners demonstrate half turns from different starting positions
- In pairs, learners solve problems about the final positions after making various turns
- Learners use digital resources to play games involving position and direction

How do quarter turns help us navigate using a compass?

- Oxford Let’s Do Mathematics pg. 140-141
-Compass drawings
-Digital devices

- Observation - Written assignments - Practical activities

Geometry

Angles - Identifying angles at points in lines
Angles - Identifying angles from objects in the environment

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

- Identify an angle formed by two lines meeting at a point
- Name angles correctly using standard notation
- Show interest in learning about angles

- Learners fold paper along lines to form corners and identify the spaces as angles
- Learners identify points where lines meet to form angles
- In pairs, learners practice naming angles using three letters (e.g., angle FGH)
- Learners draw lines meeting at a point and identify the resulting angle

What makes an angle?

- Oxford Let’s Do Mathematics pg. 142
-Paper for folding
-Rulers
- Oxford Let’s Do Mathematics pg. 143
-Cubes and cuboids
-Objects from the environment

- Observation - Oral questions - Written assignments

Geometry

Angles - Relating turns to angles

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

- Relate quarter turns to angles
- Relate half turns to angles
- Show curiosity in exploring the relationship between turns and angles

- Learners draw a compass on the ground and stand at point O facing a direction
- Learners make clockwise and anticlockwise quarter turns and identify the angles formed
- In pairs, learners make half turns and discuss the angles created
- Learners look at a clock face at different times and identify angles formed by the hands

How are turns connected to angles?

- Oxford Let’s Do Mathematics pg. 144
-Compass drawings
-Clock faces
-Digital devices

- Observation - Oral questions - Practical activities

Geometry

Angles - Digital activities on angles

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

- Use digital resources to explore angles
- Solve problems involving angles
- Demonstrate confidence in identifying angles

- Learners access digital content through QR codes or links provided
- Learners engage with interactive activities about angles
- In pairs, learners solve digital problems involving the identification of angles
- Learners summarize what they have learned about angles

How can digital tools help us understand angles better?

- Oxford Let’s Do Mathematics pg. 144
-Digital devices
-Internet access

- Digital assessment - Peer assessment - Written work

Geometry

Plane Figures - Identifying shapes from objects

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

- Identify rectangles, squares, triangles, circles and ovals from objects
- Classify objects according to their shapes
- Show interest in recognizing shapes in the environment

- Learners walk around the school compound observing different objects
- Learners identify shapes (rectangles, squares, triangles, circles, ovals) on objects
- In groups, learners create a table listing objects and their corresponding shapes
- Learners discuss where these shapes are commonly found in daily life

How can we identify different shapes in our surroundings?

- Oxford Let’s Do Mathematics pg. 145
-Objects from the environment
-Shape charts

- Observation - Group work assessment - Written assignments

Geometry

Plane Figures - Drawing shapes from objects

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

- Draw rectangles, squares, triangles, circles and ovals
- Use objects from the environment as models for drawing shapes
- Demonstrate precision in drawing shapes

- Learners look at different objects in their surroundings
- Learners use objects as models to draw rectangles, squares, triangles, circles and ovals
- In pairs, learners compare the shapes they have drawn
- Learners display their drawings and discuss the accuracy of the shapes

How can we draw accurate shapes?

- Oxford Let’s Do Mathematics pg. 145
-Objects with various shapes
-Drawing materials

- Observation - Drawing assessment - Peer assessment

Geometry

Plane Figures - Lines of symmetry

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

- Identify lines of symmetry in different shapes
- Demonstrate how to find lines of symmetry by folding
- Appreciate symmetry in shapes

- Learners fold rectangular and square pieces of paper along various lines to find lines of symmetry
- Learners investigate how many lines of symmetry different shapes have
- In groups, learners fold triangular, circular and oval shapes to find lines of symmetry
- Learners draw shapes and mark their lines of symmetry

What is a line of symmetry?

- Oxford Let’s Do Mathematics pg. 146-147
-Paper cut-outs of various shapes
-Rulers

- Observation - Practical activities - Written assignments

Geometry

Plane Figures - Lines of symmetry

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

- Identify lines of symmetry in different shapes
- Demonstrate how to find lines of symmetry by folding
- Appreciate symmetry in shapes

- Learners fold rectangular and square pieces of paper along various lines to find lines of symmetry
- Learners investigate how many lines of symmetry different shapes have
- In groups, learners fold triangular, circular and oval shapes to find lines of symmetry
- Learners draw shapes and mark their lines of symmetry

What is a line of symmetry?

- Oxford Let’s Do Mathematics pg. 146-147
-Paper cut-outs of various shapes
-Rulers

- Observation - Practical activities - Written assignments

Geometry

Plane Figures - Lines of symmetry in various shapes

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

- Determine the number of lines of symmetry in different shapes
- Identify whether a given line is a line of symmetry
- Show curiosity in exploring symmetry

- Learners identify lines of symmetry in different shapes using folding techniques
- Learners determine which shapes have no lines of symmetry, one line, or multiple lines
- In pairs, learners investigate dotted lines on shapes to determine if they are lines of symmetry
- Learners draw shapes and show all their lines of symmetry

How many lines of symmetry can a shape have?

- Oxford Let’s Do Mathematics pg. 147-148
-Paper cut-outs of various shapes
-Drawing materials

- Observation - Practical activities - Written tests

Geometry

Plane Figures - Making patterns using shapes

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

- Create patterns using squares, rectangles and triangles
- Identify patterns in the environment
- Show creativity in pattern creation

- Learners look around their classroom to identify existing patterns
- Learners draw several patterns using squares, rectangles and triangles
- In groups, learners create patterns using cut-outs of different shapes
- Learners color patterns using various color schemes

How are patterns created using shapes?

- Oxford Let’s Do Mathematics pg. 148
-Shape cut-outs
-Coloring materials

- Observation - Creative assessment - Group work assessment

Geometry

Plane Figures - Making patterns using shapes

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

- Create patterns using squares, rectangles and triangles
- Identify patterns in the environment
- Show creativity in pattern creation

- Learners look around their classroom to identify existing patterns
- Learners draw several patterns using squares, rectangles and triangles
- In groups, learners create patterns using cut-outs of different shapes
- Learners color patterns using various color schemes

How are patterns created using shapes?

- Oxford Let’s Do Mathematics pg. 148
-Shape cut-outs
-Coloring materials

- Observation - Creative assessment - Group work assessment

Geometry

Plane Figures - Properties of plane figures

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

- Identify properties of common plane figures
- Compare properties of different shapes
- Appreciate the distinctive features of shapes

- Learners make paper cut-outs of different plane figures
- Learners examine each shape and note its properties
- In groups, learners create and fill in a table listing properties of shapes (sides, angles, lines of symmetry, etc.)
- Learners discuss which shapes have straight lines and which have curved lines

What properties make each shape unique?

- Oxford Let’s Do Mathematics pg. 149
-Shape cut-outs
-Chart paper

- Observation - Group work assessment - Written assignments

Data Handling

Data - Materials for data collection

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

- Identify materials for data collection and recording
- Select appropriate materials for different data collection tasks
- Show interest in data collection materials

- Learners name different materials used for data collection and recording such as rulers, exercise books, charts
- Learners discuss the suitability of various materials for collecting different types of data
In pairs, learners identify materials available in the classroom for data collection
- Learners practice organizing materials for a data collection task

What materials can we use to collect data?

- Oxford Let’s Do Mathematics pg. 150
Rulers
Exercise books
Charts

- Observation Oral questions Group work assessment

Data Handling

Data - Materials for data collection
Data - Collecting data

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

- Gather different items for recording data
- Share items for data collection purposes
- Demonstrate responsibility in handling data collection materials

- Learners gather different items for recording data
- Learners share materials for data collection purposes
In groups, learners discuss the importance of proper handling of data collection materials
- Learners practice caring for and storing data collection materials

Why is it important to choose the right materials for data collection?

- Oxford Let’s Do Mathematics pg. 150
Classroom materials
Data collection tools
- Oxford Let’s Do Mathematics pg. 151
Tally sheets
Pencils and paper

- Observation Practical activities Peer assessment

Data Handling

Data - Collecting data

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

- Collect data about learners' preferences
- Use tally marks to record collected data
- Show cooperation during data collection

- Learners identify topics for preference surveys (e.g., favorite fruits)
- In groups, learners conduct surveys among classmates
- Learners use tally marks to record the data collected
- Learners discuss the findings from their surveys

Why do we use tally marks when collecting data?

- Oxford Let’s Do Mathematics pg. 151
Small sticks
Tally sheets

- Observation Group work assessment Practical activities

Data Handling

Data - Drawing tables for recording data

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

- Draw a table with appropriate columns for recording data
- Label table columns correctly
- Show precision in table creation

- Learners examine sample tables and identify their components
- Learners draw tables with appropriate columns for recording different types of data
- In pairs, learners practice labeling table columns correctly
Learners discuss the importance of well-organized tables

How do we organize data in a table?

- Oxford Let’s Do Mathematics pg. 152
Sample tables
Drawing materials

- Observation Written assignments Peer assessment

Data Handling

Data - Recording data in tables

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

- Record data using tally marks
- Convert tally marks to numerical values
- Demonstrate accuracy in data recording

- Learners practice using tally marks to represent numbers
Learners learn how to group tally marks in fives (////)
- In groups, learners collect and record data using tally marks
- Learners convert tally marks to numbers in a table

How do tally marks help us count items?

- Oxford Let’s Do Mathematics pg. 153
Tally charts
Data collection sheets
- Oxford Let’s Do Mathematics pg. 153-154
Prepared tables
Classroom objects

- Observation Written assignments Group work assessment

Data Handling

Data - Interpreting raw data from tables

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

- Read and understand data presented in tables
- Answer questions based on tabulated data
- Appreciate the use of tables in representing data

- Learners examine tables containing data about different topics
- Learners answer questions related to the data in the tables
- In pairs, learners interpret data and draw conclusions
- Learners discuss how data in tables helps us understand information better

How can we use data in tables to answer questions?

- Oxford Let’s Do Mathematics pg. 154-155
Prepared data tables
Question sheets

- Oral questions Written assignments Peer assessment