RATIONALIZED GRADE 4 KLB VISIONARY MATHEMATICS ACTIVITIES SCHEMES OF WORK TERM 2
| School | Grade | LearningArea | Term | Year |
| 4 | Mathematics | 2 |
| Week | Lesson | Strand | SubStrand | Specific LearningOutcomes | KeyInquiryQuestions | LearningExperiences | LearningResources | Assessment | Remarks |
| 1 | 1 | Measurement | Length | Bytheendofthesubstrand,thelearnershouldbeableto: work out divisioninvolving metres andcentimetresinreallifesituations | Whydowemeasuredistance inreallife | Learnersinpairs/groupstoworkout multiplicationinvolvingmetresand centimetres inreallifesituations. Learnersinpairs/groups to workout division involvingmetresandcentimetresinreallifesituations. Learnersinpairs/groupstoplaydigitalgames involvinglength | KLB VisionaryMathematicspg78 Metre rule,1metresticks,tapemeasure | Asking questionDrawingquestionnaires | |
| 2 | Measurement | Length | Bytheendofthesubstrand,thelearnershouldbeableto: work out divisioninvolvingmetresand centimetresinreallife | Whydowemeasuredistance inreallife | Learnersinpairs/groupstoworkout multiplicationinvolvingmetresand centimetres inreallifesituations. | KLB VisionaryMathematicspg78 Metrerule, | Asking questionDrawingquestionnaires |
| situations | Learnersinpairs/groups to workout division involvingmetresandcentimetresinreallifesituations. Learnersinpairs/groupstoplaydigitalgames involvinglength | 1metresticks,tapemeasure | |||||||
| 3 | Measurement | Length | Bytheendofthesubstrand,thelearnershouldbeableto: useITdevicesforlearning andenjoyment,appreciateuseof metresandcentimetres inmeasuringdistanceinreallife. | Whydowemeasuredistance inreallife | Learnersinpairs/groups to workout division involvingmetresandcentimetresinreallifesituations. Learnersinpairs/groupstoplaydigital gamesinvolvinglength | KLB VisionaryMathematicspg78 Metre rule,1metresticks,tapemeasure | Asking questionDrawingquestionnaires | ||
| 4 | Measurement | Length | Bytheendofthesubstrand,thelearnershouldbeableto: useITdevicesforlearning andenjoyment, | Whydowemeasuredistance inreallife | Learnersinpairs/groups to workout division involvingmetresandcentimetresinreallifesituations. Learnersinpairs/groupstoplaydigitalgames involvinglength | KLB VisionaryMathematicspg78 Metre rule,1metresticks,tapemeasure | Asking questionDrawingquestionnaires | ||
| 5 | Measurement | Length | Bytheendofthesubstrand,thelearnershould be able toappreciateuseof | Whydowemeasuredistance inreallife | Learnersinpairs/groups to workout division involvingmetresandcentimetresinreallife | KLB VisionaryMathematicspg80-82 | Asking questionDrawingquestionnaires |
| metresandcentimetresin measuring distanceinreallife. | Situations. Learnersinpairs/groupstoplay digital gamesinvolvinglength | Metre rule,1metresticks,tapemeasure | |||||||
| 2 | 1 | Measurement | Area | By the end of the substrand,thelearnershouldbeableto: compareareaofgivensurfaces bydirectcomparison | How canyou workoutareaofdifferentsurfaces? | Learnersinpairs/groups tocompare area of twosurfaces directly byplacingonesurfaceontheother | KLB VisionaryMathematicspg91 Square cutouts,paper cutouts | Asking questionDrawingquestionnaires | |
| 2 | Measurement | Area | By the end of the substrand,thelearnershouldbeableto: compareareaofgivensurfaces bydirectcomparison | How canyou workoutareaofdifferentsurfaces? | Learnersinpairs/groups tocompare area of twosurfaces directly byplacingonesurfaceontheother | KLB VisionaryMathematicspg91 Squarecut outs,papercut outs | Asking questionDrawingquestionnaires | ||
| 3 | Measurement | Area | Bytheendofthesubstrand,thelearnershouldbeableto: calculate area ofsquaresandrectanglesby counting unitsquares | How canyou workoutareaofdifferentsurfaces? | Learnersinpairs/groups to usedifferentunitsquarecut outs to cover agivensurface | KLB VisionaryMathematicspg93-96 Square cutouts, papercut outs | Asking questionDrawingquestionnaires | ||
| 4 | Measurement | Area | Bytheendofthesubstrand,thelearnershould be able to:calculateareaof | How canyou workoutareaofdifferent | Learnersinpairs/groups tocountthenumberofunitsquarecutouts usedtocoverthe | KLB VisionaryMathematics | Asking questionDrawingquestionnaires |
| squares and rectanglesasaproductofnumberofrowsandcolumns | surfaces? | Surface. Learnersinpairs /groups to establishthat area of arectangle or asquare is same asnumberofrowsmultiplied bynumberofcolumns. | Pg97-99
Square cutouts, papercut outs | ||||||
| 5 | Measurement | Area | Bytheendofthesubstrand,thelearnershouldbeableto: calculate area ofsquares and rectanglesasaproductofnumberofrowsandcolumns | How canyou workoutareaofdifferentsurfaces? | Learnersinpairs/groups tocountthenumberofunit square cut outsused to cover thesurface. Learnersinpairs /groups to establishthat area of arectangle or asquare is same asnumberofrowsmultiplied bynumberofcolumns. | KLB VisionaryMathematicspg 99-101 Square cutouts, papercut outs | Asking questionDrawingquestionnaires | ||
| 3 | 1 | Measurement | Area | Bytheendofthesubstrand,thelearnershouldbeableto: calculate area ofsquares and rectanglesasaproductofnumberofrowsandcolumns | How canyou workoutareaofdifferentsurfaces? | Learnersinpairs/groupstoworkout area of squaresand rectangles bymultiplying numberof rows by numberof columns. | KLB VisionaryMathematicspg 99-101 Squarecut outs,papercut outs | Asking questionDrawingquestionnaires |
| 2 | Measurement | Area | Bytheendofthesubstrand,thelearnershouldbeableto:useITdevices forlearningand enjoyment, appreciate use of rowsand columns incalculatingareaof squaresandrectanglesinreallifesituations. | How canyou workoutareaofdifferentsurfaces? | Learnersinpairs/groups playdigital gamesinvolvingareaofrectanglesandsquares | KLB VisionaryMathematicspg 99-101 Square cutouts, papercut outs | Asking questionDrawingquestionnaires | ||
| 3 | Measurement | Mass | Bytheendofthesubstrand,thelearnershouldbeableto: useakilogrammasstomeasuremasses ofdifferent objectspractically, | How canyoumeasuremassinkg? | Learnersinpairs/groups to useone kilogram massestomeasuremassesofgiven objects using abeambalance | KLB VisionaryMathematicspg 102-103 1kgmass,soil or sand,manual/electronicweighingmachine,beambalance | Asking questionDrawingquestionnaires | ||
| 4 | Measurement | Mass | Bytheendofthesubstrand,thelearnershouldbeableto: useakilogrammasstomeasuremasses ofdifferent objectspractically, | How canyoumeasuremassinkg? | Learnersinpairs/groups to useone kilogram massestomeasuremassesofgiven objects using abeambalance | KLB VisionaryMathematicspg 102-103 1kg mass,soil or sand,manual/electr onic | Asking questionDrawingquestionnaires |
| weighingmachine,beambalance | |||||||||
| 5 | Measurement | Mass | Bytheendofthesubstrand,thelearnershouldbeableto: use ½ kg and ¼ kgmasses to measuremassesofdifferentobjectspractically | How canyoumeasuremassinkg? | Learnersinpairs/groups make a ½kg mass and use it tomeasuremassofgivenobjects using a beambalance | KLB VisionaryMathematicspg 103-104 1kgmass,soil or sand,manual/electronicweighingmachine,beambalance | Asking questionDrawingquestionnaires | ||
| 4 | 1 | Measurement | Mass | Bytheendofthesubstrand,thelearnershouldbeableto: use ½ kg and ¼ kgmasses to measuremassesofdifferentobjectspractically | How canyoumeasuremassinkg? | Learnersinpairs/groups make a ½kg mass and use it tomeasuremassofgivenobjects using a beambalance | KLB VisionaryMathematicspg 103-104 1kgmass,soil or sand,manual/electronicweighingmachine,beambalance | Asking questionDrawingquestionnaires | |
| 2 | Measurement | Mass | Bytheendofthesubstrand,thelearner shouldbeable toaddmassinvolving | Howcanyoumeasure | Learnersinpairs/groupsmakea¼ kg mass and use it tomeasuremassofgiven | KLB VisionaryMathematics | Asking questionDrawingquestionnaires |
| kilogramsinreallifesituations | massinkg? | objectsusingabeambalance and anelectronicbalance | pg105-106
1kg mass,soil or sand,manual/electronicweighingmachine, beambalance | ||||||
| 3 | Measurement | Mass | By the end of the substrand,thelearnershouldbe ableto: subtractmassinvolvingkilograms in real lifesituations, | How canyoumeasuremassinkg? | Learnersinpairs/groupsaddmassinvolving kilograms(kg) in real lifesituations Learnersinpairs/groups subtractmassinvolvingkilograms(kg)inreallifesituations | KLB VisionaryMathematicspg 105-106 1kgmass,soil or sand,manual/electronicweighingmachine,beambalance | Asking questionDrawingquestionnaires | ||
| 4 | Measurement | Mass | By the end of the substrand,thelearnershouldbe ableto: subtractmassinvolvingkilograms in real lifesituations, | How canyoumeasuremassinkg? | Learnersinpairs/groupsaddmassinvolving kilograms(kg) in real lifesituations Learnersinpairs/groups subtractmassinvolvingkilograms(kg)inreallifesituations | KLB VisionaryMathematicspg 105-106 1kg mass,soil or sand,manual/electronicweighing machine, |
| beambalance | |||||||||
| 5 | Measurement | Mass | Bytheendofthesubstrand,thelearnershouldbeableto:useITdevices forlearningand enjoyment,appreciatemeasuringmass of differentobjects | How canyoumeasuremassinkg? | Learnersinpairs/groupsplaydigital gamesinvolvingmass | KLB VisionaryMathematicspg 105-106 1kgmass,soil or sand,manual/electronicweighingmachine,beambalance |
| 5 | 1 | Volume | By the end of the substrand,thelearnershouldbe able to: work out volume ofcubesandcuboidsinreallifesituations | How canyou workout volumeof cubesandcuboids? | Learners inpairs/groups/individually to pilecubes. Learnersinpairs/groups/ndividualllytocountthepiles ofcubestodeterminethevolume. | KLB VisionaryMathematicspg107-110 Cubes,cuboids | |||
| 2 | Volume | By the end of the substrand,thelearnershouldbe able to: work out volume ofcubesandcuboidsinreal | How canyou workout volumeof cubesand cuboids? | Learnersinpairs/groupstopilecuboids. Learnersinpairs/groups/individua | KLB VisionaryMathematicspg 107-110 |
| lifesituations | lly to count the pilesofcuboidstodeterminethevolume | Cubes,cuboids | |||||||
| 3 | Volume | By the end of the substrand,thelearnershouldbe able to use IT devicesfor learningandenjoyment, appreciateuseofpillingmethod in working outvolumeinreallife | How canyou workout volumeof cubesandcuboids? | Learners inpairs/groups /individuals to use ITdevicestoplaygames. | KLB VisionaryMathematicspg 107-111 Cubes,cuboids | ||||
| 4 | Capacity | By the end of the substrand,thelearnershouldbe able to: measurecapacityinlitresinreallife situations | How canyoumeasurecapacity inreal lifesituations? | Learners in pairs/groups tomeasure capacity ofcontainers using a 1litrecontainerinreallifesituations. | KLB VisionaryMathematicspg 113-114 1 litercontainers,containers ofdifferentsizes,water, sand,soil | ||||
| 5 | Capacity | By the end of the substrand,thelearnershouldbe able to: measurecapacityinlitresinreallifesituations | How canyoumeasurecapacity inreal lifesituations? | Learners in pairs/groups tomeasure capacity ofcontainers using a 1litrecontainerinreallifesituations. | KLB VisionaryMathematicspg 113-114 1 litercontainers,containers ofdifferent sizes, water,sand,soil |
| 6 | 1 | Capacity | Bytheendofthesubstrand,thelearnershould be able tomeasurecapacityin ½ litres and ¼ litresinreallifesituations, | How canyoumeasurecapacity inreal lifesituations? | Learnersinpairs/groups/ndividualllytomake½litreand ¼ litre containersthrough filling andemptyingusinga1litrecontainer | KLB VisionaryMathematicspg 115-116 1 litercontainers,containers ofdifferentsizes, water,sand,soil | |||
| 2 | Capacity | Bytheendofthesubstrand,thelearnershould be able tomeasurecapacityin ½ litres and ¼ litresinreallifesituations, | How canyoumeasurecapacity inreal lifesituations? | Learnersinpairs/groups/ndividualllytomake½litreand ¼ litre containersthrough filling andemptyingusinga1litrecontainer | KLB VisionaryMathematicspg 115-116 1 litercontainers,containers ofdifferentsizes, water,sand,soil | ||||
| 3 | Capacity | By the end of the substrand,thelearnershould be able to Addand subtract capacityinvolvinglitresinreallifesituations, | How canyoumeasurecapacity inreal lifesituations? | Learnersinpairs/groups to use ½litre and¼litrecontainerstomeasurecapacityofothercontainers. Learnersinpairs/groupstoaddcapacityinvolving litresinreallife | KLB VisionaryMathematicspg 115-116 1 litercontainers,containers ofdifferent |
| situations | sizes, water,sand,soil | ||||||||
| 4 | Capacity | By the end of the substrand,thelearnershould be able to Addand subtract capacityinvolvinglitresinreallifesituations, | How canyoumeasurecapacity inreal lifesituations? | . Learnersinpairs/groupstoaddcapacity involvinglitres in real lifesituations | KLB VisionaryMathematicspg 117-118 1 litercontainers,containers ofdifferentsizes, water,sand,soil | ||||
| 5 | Capacity | By the end of thesub strand, thelearner should beabletouseITdeviceforlearningandenjoyment, appreciateuseofthelitreas a unit of measuringcapacity in real lifesituations | How canyoumeasurecapacity inreal lifesituations? | Learners in pairs/groups tosubtract capacityinvolvinglitresinreal life situations.Learner inpairs/groups to playdigital gamesinvolvingcapacity. | KLB VisionaryMathematicspg 117-118 1 litercontainers,containers ofdifferent sizes, water,sand,soil | ||||
| 7 | 1 | Time | Bytheendofthesub strand, thelearnershouldbeableto: readandtelltimeina.m.and p.m. in real lifesituations | Howcanyou telltime? | Learnersinpairs/groups to readand tell time in a.m.andp.m. usingdigitalandanalogueclocks in real lifesituations. | KLB VisionaryMathematicspg 119-121 Analogue anddigital clocks, |
| digitalwatches,am /pmchart | |||||||||
| 2 | Time | By the end of the substrand,thelearnershouldbe abletoestimatetimeusinga.mand p.m. in real lifesituations, | Howcanyou telltime? | Learnersinpairs/groups toestimate time of thedayusingtheshadow. | KLB VisionaryMathematicspg 119-121 Analogue anddigitalclocks,digitalwatches,am /pmchart | ||||
| 3 | Time | By the end of the substrand,thelearnershouldbe abletoestimatetimeusinga.mand p.m. in real lifesituations, | Howcanyou telltime? | Learnersinpairs/groups toestimate time of thedayusingtheshadow. | KLB VisionaryMathematicspg 119-121 Analogue anddigitalclocks,digitalwatches,am /pmchart | ||||
| 4 | Time | By the end of the substrand,thelearnershouldbe able to convert unitsof time in real lifesituations | Howcanyou findout timetaken todo anactivity? | Learnersinpairs/groups toconvert hours tominutes andminutestohoursin reallifesituations. | KLB VisionaryMathematicspg 122-123 Analogueand |
| Learnersinpairs/groupstoconverthours to days and daysto hoursinreallife situations | digitalclocks,digitalwatches,am /pmchart | ||||||||
| 5 | Time | By the end of the substrand,thelearnershouldbe able to convert unitsof time in real lifesituations | Howcanyou findout timetaken todo anactivity? | Learnersinpairs/groups toconvert hours tominutes andminutestohoursinreallifesituations. Learnersinpairs/groupstoconverthours to days and daysto hoursinreallife situations | KLB VisionaryMathematicspg 122-123 Analogue anddigitalclocks,digitalwatches,am /pmchart | ||||
| 8 | Half term | ||||||||
| 9 | 1 | Time | By the end of the substrand,thelearnershould be able torecordtimedurationsin hours and minutesinreallifesituations, | Howcanyou findout timetaken todo anactivity? | Learnersinpairs/groups toconvert hours tominutes andminutestohoursinreallifesituations. Learnersinpairs/groupstoconverthours to days and daysto hoursinreallife situations | KLB VisionaryMathematicspg 122-123 Analogue anddigitalclocks,digitalwatches,am /pmchart | |||
| 2 | Time | By the end of the substrand,thelearnershould be able torecordtimedurationsin hours and minutesinreallifesituations, | Howcanyou findout timetaken todo anactivity? | Learnersinpairs/groups toconvert hours tominutes andminutestohoursinreallifesituations. Learnersinpairs/groupstoconvert | KLB VisionaryMathematicspg 122-123 Analogue anddigital clocks, |
| hourstodaysanddaysto hours in real lifesituations | digitalwatches,am /pmchart | ||||||||
| 3 | Time | By the end of the substrand,thelearnershouldbe able to work out timeduration in real lifesituations | Howcanyou findout timetaken todo anactivity? | Learnersinpairs/groups tomeasure andrecord duration ofevents in hoursandminutesusingdigital andanalogueclocks. Learnersinpairs/groups to workoutadditioninvolvingunitsoftimeinreal lifesituations | KLB VisionaryMathematicspg 122-123 Analogue anddigitalclocks,digitalwatches,am /pmchart | ||||
| 4 | Time | By the end of the substrand,thelearnershouldbe able to work out timeduration in real lifesituations | Howcanyou findout timetaken todo anactivity? | Learnersinpairs/groups tomeasure andrecord duration ofevents in hoursandminutesusingdigital andanalogueclocks. Learnersinpairs/groups to workoutadditioninvolvingunitsoftimeinreal lifesituations | KLB VisionaryMathematicspg 122-125 Analogue anddigitalclocks,digitalwatches,am /pmchart | ||||
| 5 | Time | By the end of the substrand,thelearnershould be able to useITdevicesforlearningand enjoyment,appreciatetimeinreal | Howcanyou findout timetaken todo anactivity? | Learnersinpairs/groupstoworkout subtractioninvolving units oftime in real lifesituations. | KLB VisionaryMathematicspg 122-125 Analogueand |
| lifesituations. | Learnersinpairs/groups/individually to play digitalgamesinvolvingtime. | digitalclocks,digitalwatches,am /pmchart | |||||||
| 10 | 1 | Money | Bytheend ofthesubstrand,thelearnershouldbe able to: convertshillingsintocentsandcents intoshillingsindifferentcontexts, | Howcanyou savemoney? | Learnersinpairs/groups/individually to convert shillingsinto cents and centsinto shillings usingreal/ imitation moneyindifferentcontexts | KLB VisionaryMathematicspg 130-131 Real /imitationmoney, pricelist | |||
| 2 | Money | By the end of the substrand,thelearnershouldbe able to: convertshillingsintocentsandcents intoshillingsindifferentcontexts, | Howcanyou savemoney? | Learnersinpairs/group to roleplay shoppingactivitiesinvolvinggiving change andbalance using real/imitationmoney | KLB VisionaryMathematicspg 130-131 Real /imitationmoney,price list | ||||
| 3 | Money | Bytheendofthesubstrand,thelearnershouldbe able to participate inshopping activitiesinvolving moneypractically | Howcanyou savemoney? | Learnersinpairs/groupstodiscussand prioritize needsandwants | KLB VisionaryMathematicspg 130-131 Real /imitation money, pricelist |
| 4 | Money | By the end of the substrand,thelearnershouldbe able to practicesavings in real life, workout questions involvingmoney in real lifesituations | Howcanyou savemoney? | Learnersinpairs/groups todiscuss meaningofsaving. Learnersinpairs/groupstodiscusssavingsathome | KLB VisionaryMathematicspg 132-134 Real /imitation money, pricelist | ||||
| 5 | Money | By the end of the substrand,thelearnershouldbe able to practicesavings in real life, workout questions involvingmoney in real lifesituations | Howcanyou savemoney? | Learnersinpairs/groups todiscuss meaningofsaving. Learnersinpairs/groupstodiscusssavingsathome | KLB VisionaryMathematicspg 132-134 Real /imitationmoney,price list | ||||
| 12 | REVISION | ||||||||
| 13-14 | AND ENDOFTERMASSESSMENTANDCLOSING | ||||||||
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