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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 12 | REVISION | ||||||||
| 13-14 | AND ENDOFTERMASSESSMENTANDCLOSING | ||||||||
