Numbers

Whole Numbers - Place value and total value (up to hundreds of millions)

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

- Identify the place value of digits up to hundreds of millions in real life
- Explain the concept of place value in numbers
- Show interest in identifying place values of digits in numbers

- Identify and write place value and total value of digits using place value apparatus
- Work in groups to make number cards like the ones shown on page 1
- Arrange the cards in any order to form 9-digit numbers
- Use a place value chart to identify the place value of each digit in the numbers

Why do we write numbers in words and/or symbols?

Oxford Active Mathematics pg. 1
- Place value apparatus
- Number cards
- Place value charts

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Place value and total value (up to hundreds of millions)
Whole 

Whole Numbers - Reading and writing numbers using cards

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

- Identify the place value of digit 7 in given numbers
- Solve problems involving place value
- Appreciate use of place value in real life

- Discuss and identify the place value of digit 7 in various numbers
- Work in pairs to solve problems involving place value
- Discuss where place value is used in real life

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

Oxford Active Mathematics pg. 2
- Place value apparatus
- Number cards
- Place value charts
Oxford Active Mathematics pg. 3

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Reading and writing numbers in words
 Numbers - Rounding off numbers to the nearest million

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

- Write numbers in symbols up to hundreds of millions
- Read numbers from number charts
- Appreciate use of number charts

- Make a number chart and choose squares to form 9-digit numbers
- Arrange the numbers to form a 9-digit number
- Read and write the numbers formed
- Discuss real-life applications of reading numbers

Where do we use numbers in symbols in real life?

Oxford Active Mathematics pg. 6
- Number charts
Oxford Active Mathematics pg. 7
- Dummy cheques
- 

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Rounding off numbers to the nearest tens of million
Whole Numbers - Rounding off numbers to the nearest hundreds of million

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

- Explain the concept of rounding off to the nearest tens of million
- Round off numbers to the nearest tens of million
- Show interest in rounding off numbers

- Study the picture of a county government allocation
- Use place value chart to round off number to the nearest tens of millions
- Practice rounding off different numbers to the nearest tens of million

How do we round off numbers to the nearest tens of million?

Oxford Active Mathematics pg. 10
- Place value charts
- Number cards
Oxford Active Mathematics pg. 11

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Classification of natural numbers (even and odd)

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

- Identify even and odd numbers
- Classify numbers as even or odd
- Show interest in classifying numbers

- Sort numbers into those divisible by two and those that are not
- Study pictures of bench arrangements with different numbers of bricks
- Note patterns in how the benches slant based on number of bricks
- Classify numbers as even or odd based on divisibility by 2

What are even numbers? What are odd numbers?

Oxford Active Mathematics pg. 12
- Number cards
- Pieces of paper

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Classification of natural numbers (prime numbers)
Whole Numbers - Addition of whole numbers

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

- Define prime numbers
- Identify prime numbers
- Appreciate the use of prime numbers

- Identify divisors of numbers 1 to 25
- Note numbers with only two factors
- Play a game of classifying numbers as prime or not prime
- Discuss characteristics of prime numbers

What are prime numbers? How can you identify a prime number?

Oxford Active Mathematics pg. 13
- Worksheets
- Number cards
Oxford Active Mathematics pg. 14
- Blank cards

- Observation - Written tests - Class activities

Numbers

Whole Numbers - Subtraction of whole numbers
Whole Numbers - Multiplication of whole numbers

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

- Subtract whole numbers with regrouping
- Create and solve subtraction word problems
- Show interest in using subtraction to solve problems

- Make number cards and form two 7-digit numbers
- Use the numbers to form subtraction word problems
- Discuss use of place value in subtraction
- Solve practical problems involving subtraction

When do we use subtraction of numbers in real life?

Oxford Active Mathematics pg. 15
- Number cards
Oxford Active Mathematics pg. 16

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Division of whole numbers
Whole Numbers - Combined operations of whole numbers

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

- Divide whole numbers with and without remainders
- Create and solve division word problems
- Value use of division in solving problems

- Make number cards and form 4-digit numbers
- Divide the numbers by a single digit
- Create division word problems
- Solve practical problems involving division

What strategies do we use to divide numbers? When do we use division of numbers in real life?

Oxford Active Mathematics pg. 17
- Number cards
Oxford Active Mathematics pg. 18

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Identifying number sequences
Whole Numbers - Creating number sequences

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

- Define a number sequence
- Identify the rule in a number sequence
- Appreciate use of number sequences

- Study number sequences on number cards
- Identify the rule in each sequence
- Fill in missing numbers in sequences
- Discuss how to identify rules in sequences

What is a number sequence? How do we identify a number sequence?

Oxford Active Mathematics pg. 19
- Number cards
Oxford Active Mathematics pg. 20

- Observation - Oral questions - Written tests

Numbers

Factors - Divisibility tests of 2, 3 and 4

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

- State the divisibility test for 2
- Apply the divisibility test for 2 to identify numbers divisible by 2
- Appreciate the use of divisibility tests in real life

- Make number cards and form different numbers
- Divide each number by 2
- Identify pattern for numbers divisible by 2
- Discuss the divisibility test for 2

Where do we use factors in day to day activities?

Oxford Active Mathematics pg. 31
- Number cards
- Worksheets
Oxford Active  cards

- Observation - Oral questions - Written tests

Numbers

Factors - Divisibility tests of 2, 3 and 4
Factors - Divisibility tests of 5, 6 and 8

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

- State the divisibility test for 4
- Apply the divisibility test for 4 to identify numbers divisible by 4
- Show interest in applying divisibility tests

- Make number cards and divide numbers by 4
- Check if numbers formed by last two digits are divisible by 4
- Discuss the divisibility test for 4
- Solve problems using divisibility tests for 2, 3, and 4

How do we test if a number is divisible by 4?

Oxford Active Mathematics pg. 33
- Number cards
Oxford Active Mathematics pg. 34
- Worksheets

- Observation - Oral questions - Written tests

Numbers

Factors - Divisibility tests of 9, 10 and 11

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

- State the divisibility tests for 9, 10, and 11
- Apply divisibility tests for 9, 10, and 11
- Show interest in using divisibility tests

- Study numbers on cards and divide them by 9
- Calculate sum of digits to test divisibility by 9
- Check last digit for divisibility by 10
- Work out difference between sums of alternating digits for divisibility by 11

How do we test if a number is divisible by 9, 10, or 11?

Oxford Active Mathematics pg. 35
- Blank cards

- Observation - Oral questions - Written tests

Numbers

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

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

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

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

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

Oxford Active Mathematics pg. 36
- Number charts
Oxford Active Mathematics pg. 37-38
- Number cards

- Observation - Oral questions - Written assignments

Numbers

Fractions - Comparing fractions

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

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

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

How do we compare fractions?

Oxford Active Mathematics pg. 46
- Pieces of paper
- Pair of scissors
- Ruler
- Pair of compasses
s

- Observation - Oral questions - Written assignments

Numbers

Fractions - Addition of fractions

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

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

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

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

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

- Observation - Oral questions - Written assignments

Numbers

Fractions - Subtraction of fractions

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

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

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

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

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

- Observation - Oral questions - Written assignments

Numbers

Fractions - Multiplication of fractions

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

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

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

How do we multiply fractions by whole numbers?

Oxford Active Mathematics pg. 52
- Bottle tops
- Rectangular paper cut-outs
Oxford Active 

- Observation - Oral questions - Written assignments

Numbers

Fractions - Division of fractions
Fractions - Number sequences involving fractions

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

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

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

How can we divide a fraction by a whole number?

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

- Observation - Oral questions - Written assignments

Numbers

Fractions - Number sequences involving fractions

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

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

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

How do we create a number sequence?

Oxford Active Mathematics pg. 58
- Worksheets

- Observation - Oral questions - Written assignments

Numbers

Decimals - Place value of digits in decimals
Decimals - Total value of digits in decimals

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

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

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

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

Oxford Active Mathematics pg. 68
- Number cards
- Place value charts
Oxford Active Mathematics pg. 69
- Blank cards

- Observation - Oral questions - Written tests

Numbers

Decimals - Multiplication of decimal numbers

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

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

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

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

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

- Observation - Oral questions - Written tests

Numbers
Algebra

Decimals - Division of decimal numbers
Algebraic Expressions - Forming algebraic expressions

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

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

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

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

Oxford Active Mathematics pg. 72
- Chart
- Worksheets
Oxford Active Mathematics pg. 73
-nt

- Observation - Oral questions - Written tests

Algebra

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

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

- Form algebraic expressions from statements
- Identify terms in algebraic expressions
- Appreciate use of algebraic expressions in real life

- Discuss the scenario of Ochieng's shop stock
- Form expressions for the number of items in the shop
- Share expressions formed with other groups
- Identify terms in the expressions formed

What is an algebraic expression?

Oxford Active Mathematics pg. 91
- Writing materials
Oxford Active 

- Observation - Oral questions - Written assignments

Algebra

Algebraic Expressions - Simplifying algebraic expressions
Linear Equations - Forming linear equations
Linear Equations - Forming and simplifying linear equations
Linear Equations - Solving linear equations

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

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

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

How do we open brackets to simplify an algebraic expression?

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

- Observation - Oral questions - Written assignments

Algebra

Linear Equations - Solving linear equations

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

- Solve linear equations involving all operations
- Apply the correct order of operations
- Show interest in solving equations

- Role-play Osembo's fence calculation scenario
- Analyze the problem to determine the length of barbed wire
- Practice solving equations with brackets, multiplication, division
- Verify solutions by substitution

How do we solve linear equations with brackets?

Oxford Active Mathematics pg. 101
- Writing materials
Oxford Active 

- Observation - Oral questions - Written assignments

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 

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Forming simple linear inequalities

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

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

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

How do we represent statements using inequalities?

Oxford Active Mathematics pg. 106
- Writing materials
Oxford Active Mathematics pg. 107

- Observation - Oral questions - Written tests

Algebra

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

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

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

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

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

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

- Observation - Oral questions - Written assignments

Algebra

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

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

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

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

When do we use compound inequalities in real life?

Oxford Active Mathematics pg. 111
- Writing materials
Oxford Active Mathematics pg. 112
- Inequality cards
- Piece of chalk/stick

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Illustrating compound inequalities

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

- Observation - Oral questions - Written assignments