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:

a)Identify the place value of digits up to hundreds of millions in real life
b)Explain the concept of place value in numbers
c)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
Oxford Active Mathematics pg. 2

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Total value of digits in a number

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

a)Define the total value of a digit
b)Calculate the total value of digits up to hundreds of millions
c)Show interest in identifying total values of digits

- In pairs, discuss how to identify the total value of digits in a number
- Use place value charts to determine the total value of digits
- Solve problems involving total value of digits

What is the meaning of total value?

Oxford Active Mathematics pg. 3
- Place value charts
- Number cards
Oxford Active Mathematics pg. 4

- Oral questions - Written tests - Class activities

Numbers

Whole Numbers - Reading and writing numbers using cards

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

a)Read numbers in symbols up to hundreds of millions
b)Explain how to read numbers in symbols
c)Appreciate the use of symbols in representing numbers

- Make number cards and read the numbers on the cards
- Display numbers for other learners to read and write
- Group digits into threes starting from ones place value
- Discuss how to read numbers in symbols

How do we read and write numbers in symbols?

Oxford Active Mathematics pg. 5
- Number cards
- Place value charts

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Reading and writing numbers using number charts
Whole Numbers - Reading and writing numbers in words

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

a)Read numbers in symbols up to hundreds of millions
b)Write numbers from number charts
c)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
- Writing materials

- Observation - Oral questions - Written assignments

Numbers

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

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

a)Discuss how to Convert numbers from symbols to words
b)Solve problems involving writing numbers in words
c)Value writing numbers in words in real life

- Practice writing different numbers in words
- Convert numbers from words to symbols
- Discuss where numbers in words are used in real life

Where do we use numbers in words in real life?

Oxford Active Mathematics pg. 8
- Dummy cheques
- Writing materials
Oxford Active Mathematics pg. 9
- Place value charts
- Number cards

- Written assignments - Oral questions - Observation

Numbers

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

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

a)Explain the concept of rounding off to the nearest tens of million
b)Round off numbers to the nearest tens of million
c)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

- Observation - Oral questions - Written assignments

Numbers

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

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

a)Explain the concept of rounding off to the nearest tens of million
b)Round off numbers to the nearest tens of million
c)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

- Observation - Oral questions - Written assignments

Numbers

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

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

a)Explain how to round off numbers to the nearest hundreds of million
b)Round off numbers to the nearest hundreds of million
c)Appreciate the use of rounding off in daily life

- Study a place value chart showing numbers before and after rounding off
- Compare original numbers with rounded off numbers
- Discuss the rule for rounding off to the nearest hundreds of million
- Practice rounding off numbers

Which steps do we follow to round off numbers to the nearest hundreds of million?

Oxford Active Mathematics pg. 11
- Place value charts

- Observation - Oral questions - Written tests

Numbers

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

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

a)Identify even and odd numbers
b)Classify numbers as even or odd
c) 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)

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

a)Define prime numbers in different situations 
b)work out prime numbers in different situations 
c)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

- Observation - Written tests - Class activities

Numbers

Whole Numbers - Addition of whole numbers

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

a)Discuss how to add whole numbers with regrouping
b)Create and solve addition word problems
c) Value the use of addition in real life

- Write and work out addition word questions
- Exchange cards with other learners and work out questions
- Discuss use of place value in addition
- Solve practical problems involving addition

Where do we use addition of numbers in real life?

Oxford Active Mathematics pg. 14
- Blank cards

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Subtraction of whole numbers

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

a)Discuss how to  Subtract whole numbers with regrouping
b)Create and solve subtraction word problems
c)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

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Multiplication of whole numbers

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

a)Discuss how to Multiply whole numbers
b)Create and solve multiplication word problems
c)Value the use of multiplication in solving problems

- Make number cards and multiply numbers
- Discuss how to multiply by the total value of each digit
- Solve practical problems involving multiplication
- Create multiplication word problems

How do we multiply numbers? Where do we use multiplication of numbers in real life?

Oxford Active Mathematics pg. 16
- Number cards

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Multiplication of whole numbers

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

a)Discuss how to Multiply whole numbers
b)Create and solve multiplication word problems
c)Value the use of multiplication in solving problems

- Make number cards and multiply numbers
- Discuss how to multiply by the total value of each digit
- Solve practical problems involving multiplication
- Create multiplication word problems

How do we multiply numbers? Where do we use multiplication of numbers in real life?

Oxford Active Mathematics pg. 16
- Number cards

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Division of whole numbers

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

a) Explain how to Divide whole numbers with and without remainders
b)Create and solve division word problems
c) 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

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Combined operations of whole numbers

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

a)Identify the correct order of operations   b) Solve problems involving combined operations
c) Appreciate the importance of following the correct order of operations

- Choose expressions from number cards and perform operations
- Discuss the order of operations (BODMAS)
- Create and solve problems involving combined operations
- Discuss real-life applications of combined operations

What are combined operations? How do we perform combined operations?

Oxford Active Mathematics pg. 18
- Number cards

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Identifying number sequences

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

a) Define a number sequence in different situations 
b)calculate the rule in a number sequence
c)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

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Creating number sequences

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

a) identify a number sequences using given rules
b) Create number puzzles in different situations 
c)Show interest in creating number sequences for playing number games

- Make number cards and create different 2-digit numbers
- Create sequences involving addition, subtraction, multiplication and division
- Create number puzzles
- Discuss steps to follow when creating sequences

How do we create a number sequence?

Oxford Active Mathematics pg. 20
- Number cards

- Observation - Oral questions - Written assignments

Numbers

Whole numbers- Divisibility tests of 2, 3 and 4

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

a)State the divisibility test for 2
b)Apply the divisibility test for 2 to identify numbers divisible by 2
c)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

- Observation - Oral questions - Written tests

Numbers

Whole numbers- Divisibility tests of 2, 3 and 4

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

a)State the divisibility test for 2
b)Apply the divisibility test for 2 to identify numbers divisible by 2
c)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

- 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:

a) State the divisibility test for 3
b)Apply the divisibility test for 3 to identify numbers divisible by 3
c)Value the use of divisibility tests in problem solving

- Study numbers on cards and divide them by 3
- Identify numbers divisible by 3
- Calculate sum of digits in numbers divisible by 3
- Discuss the divisibility test for 3

How do we use factors in day to day activities?

Oxford Active Mathematics pg. 32
- Blank number cards

- Observation - Oral questions - Written assignments

Numbers

Factors - Divisibility tests of 2, 3 and 4

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

a)State the divisibility test for 4 in different situations 
b)Apply the divisibility test for 4 to identify numbers divisible by 4
c) 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

- Observation - Oral questions - Written tests

Numbers

Factors - Divisibility tests of 5, 6 and 8

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

a)State the divisibility tests for 5, 6, and 8
b)Apply divisibility tests for 5, 6, and 8
c) Appreciate the use of divisibility tests in real life

- Make number cards and divide numbers by 5
- Identify pattern for numbers divisible by 5
- Study divisibility for both 2 and 3 to determine divisibility by 6
- Examine last three digits to determine divisibility by 8

How do we test if a number is divisible by 5, 6, or 8?

Oxford Active Mathematics pg. 34
- Number cards
- Worksheets

- Observation - Oral questions - Written assignments

Numbers

Factors - Divisibility tests of 9, 10 and 11

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

a)State the divisibility tests for 9, 10, and 11
b)Apply divisibility tests for 9, 10, and 11
c)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

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

a) Define composite numbers in different situations 
b)Express composite numbers as a product of prime factors
c)Appreciate use of prime factorization in different situations 

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

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

Oxford Active Mathematics pg. 36
- Number charts

- Observation - Oral questions - Written assignments

Numbers

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

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

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

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

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

Oxford Active Mathematics pg. 37-38
- Number cards

- Observation - Oral questions - Written tests

Numbers

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

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

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

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

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

Oxford Active Mathematics pg. 37-38
- Number cards

- Observation - Oral questions - Written tests

Numbers

Fractions - Comparing fractions

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

- a) identify fractions with the same denominator
b) Order fractions with the same denominator
c) 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

- Observation - Oral questions - Written assignments

Numbers

Fractions - Comparing fractions

By the end of the lesson, the learner should be able to:
a) identify fractions with different denominators
b) Order fractions with different denominators
c)Show interest in comparing fractions in real life

- Use fraction charts to compare portions of farm with different crops
- Rename fractions using LCM of denominators
- Arrange fractions in descending order
- Discuss applications of comparing fractions

How do we order fractions?

Oxford Active Mathematics pg. 47
- Fraction charts

- Observation - Oral questions - Written tests

Numbers

Fractions - Addition of fractions

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

a) Discuss how to  Add fractions with the same denominator
b) Add fractions in different situations.
c)Appreciate the use of addition of fractions

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

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

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

- Observation - Oral questions - Written assignments

Numbers

Fractions - Addition of fractions

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

a)Discuss how to Add fractions with different denominators
b) Add mixed numbers in different situations 
c) Value the use of addition of fractions in real life

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

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

Oxford Active Mathematics pg. 49
- Fraction cards

- Observation - Oral questions - Written tests

Numbers

Fractions - Subtraction of fractions

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

a)Subtract fractions with the same denominator
b)Explain the process of subtracting fractions
c) Show interest in subtraction of fractions

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

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

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

- Observation - Oral questions - Written assignments

Numbers

Fractions - Subtraction of fractions

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

a)Subtract fractions with the same denominator
b)Explain the process of subtracting fractions
c) Show interest in subtraction of fractions

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

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

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

- Observation - Oral questions - Written assignments

Numbers

Fractions - Subtraction of fractions

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

a)Discuss how to Subtract fractions with different denominators
b)Subtract mixed numbers
c)Value the use of subtraction of fractions in real life

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

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

Oxford Active Mathematics pg. 51
- Fraction cards

- Observation - Oral questions - Written tests

Numbers

Fractions - Multiplication of fractions

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

a) Multiply fractions by whole numbers
b)Explain the process of multiplying fractions
c)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

- Observation - Oral questions - Written assignments

Numbers

Fractions - Multiplication of fractions

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

a)Multiply fractions by fractions and mixed numbers
b) Explain the process of multiplying fractions
c)Show interest in using multiplication of fractions

- Use pieces of paper to create a multiplication chart
- Multiply fractions by mixed numbers
- Convert mixed numbers to improper fractions
- Solve real-life problems involving multiplication of fractions

What steps do we follow to multiply fractions by fractions and mixed numbers?

Oxford Active Mathematics pg. 53
- Pieces of paper
- Piece of chalk/stick

- Observation - Oral questions - Written tests

Numbers

Decimals- Division of fractions

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

a)Identify the reciprocal of a given fraction
b) Divide fractions by whole numbers
c) 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

Decimals- Number sequences involving fractions

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

a)Identify number sequences involving fractions
b)Determine the rules in fraction sequences
c)Value the use of number sequences

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

How do we identify a number sequence?

Oxford Active Mathematics pg. 57
- Pieces of paper

- Observation - Oral questions - Written tests

Numbers

Decimals - Number sequences involving fractions

By the end of the lesson, the learner should be able to:
a)discuss how to Create number sequences involving fractions
b)Create number puzzles involving fractions
c)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 - Number sequences involving fractions

By the end of the lesson, the learner should be able to:
a)discuss how to Create number sequences involving fractions
b)Create number puzzles involving fractions
c)Appreciate the use of number sequences

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

How do we create a number sequence?

Oxford Active Mathematics pg. 58
- Worksheets

- Observation - Oral questions - Written assignments

Numbers

Decimals - Place value of digits in decimals

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

a)Identify place value of digits in decimals
b)Solve problems involving place value in decimals
c)Show interest in the use of decimals

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

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

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

- Observation - Oral questions - Written tests

Numbers

Decimals - Total value of digits in decimals

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

a)Identify total value of digits in decimals
b)Solve problems involving total value of digits in decimals
c) Appreciate use of total value in real life

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

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

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

- Observation - Oral questions - Written assignments

Numbers

Squares and square roots- Multiplication of decimal numbers

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

a) Multiply decimal numbers by whole numbers
b)Explain the process of multiplying decimals by whole numbers
c)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

- Observation - Oral questions - Written tests

Numbers

Squares and square roots- Multiplication of decimal numbers

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

a)Multiply decimal numbers by decimal numbers
b) Explain the process of multiplying decimals by decimals
c)Value the use of multiplication of decimals

- Make number cards with decimal numbers and multiply by other decimal numbers
- Discuss steps for multiplying decimals by decimals
- Use calculators to verify answers
- Solve real-life problems involving multiplication of decimals by decimals

How do we multiply decimal numbers?

Oxford Active Mathematics pg. 71
- Number cards
- Calculators

- Observation - Oral questions - Written assignments

Numbers

Squares and square roots - Division of decimal numbers

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

a)Divide decimal numbers by whole numbers
b)Explain the process of dividing decimals by whole numbers
c)Appreciate the use of division of decimals

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

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

Oxford Active Mathematics pg. 72
- Chart
- Worksheets

- Observation - Oral questions - Written tests

Numbers

Squares and square roots - Division of decimal numbers

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

a)Divide decimal numbers by decimal numbers
b) Explain the process of dividing decimals by decimals
c)Show interest in division of decimal numbers

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

How do we divide decimal numbers?

Oxford Active Mathematics pg. 73
- Worksheets
- Calculators

- Observation - Oral questions - Written assignments

Numbers

Squares and square roots - Division of decimal numbers

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

a)Divide decimal numbers by decimal numbers
b) Explain the process of dividing decimals by decimals
c)Show interest in division of decimal numbers

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

How do we divide decimal numbers?

Oxford Active Mathematics pg. 73
- Worksheets
- Calculators

- Observation - Oral questions - Written assignments

Numbers

Algebraic expressions

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

a)Determine squares of whole numbers
b) Solve problems involving squares of whole numbers
c)Appreciate use of squares of whole numbers in real life

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

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

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

- Observation - Oral questions - Written tests

Numbers

Algebraic expressions

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

a)identify squares of fractions and decimals
b)Solve problems involving squares of fractions and decimals
c) Value the use of squares in real life

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

How do we determine squares of fractions and decimals?

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

- Observation - Oral questions - Written assignments

Numbers

Algebraic expressions

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

a) Determine square roots of whole numbers, fractions and decimals
b)Solve problems involving square roots
c)Show interest in using square roots in real life

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

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

Oxford Active Mathematics pg. 80-82
- Multiplication charts
- Worksheets

- Observation - Oral questions - Written tests

Algebra

Algebraic Expressions 

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

a)Define an algebraic expression
b)Form algebraic expressions from real-life situations
c)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

Algebra

Algebraic Expressions

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

a)Discuss how to form algebraic expressions from word statements
b)Solve problems involving algebraic expressions
c)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

- Observation - Oral questions - Written assignments

Algebra

Linear equations- Simplifying linear expressions

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

a)Define like terms in algebraic expressions b)Collect and add like terms
c)Value the use of simplified expressions

- Analyze the Ukulima Market scenario
- Calculate total cost of cows and goats sold
- Simplify expressions by combining like terms
- Discuss the concept of simplification

How do we simplify algebraic expressions?

Oxford Active Mathematics pg. 93
- Writing materials
Oxford Active Mathematics pg. 94-95
- Blank cards

- Observation - Oral questions - Written assignments

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:

a) Define a linear equation in different situations 
b)Form linear equations in one unknown
c) 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

Algebra

Linear Equations - Solving linear equations

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

a)Discuss how to Solve linear equations involving addition and subtraction
b)Verify solutions by substitution
c)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

- Observation - Oral questions - Written tests