MATHEMATICS SCHEME OF WORK GRADE 4 TERM 2

NAME

TSC NO.

SCHOOL
 School Grade Learning Area Term Year

4 Mathematics 2

Week Lesson Strand Sub Strand Specific Learning Key Inquiry Learning Experiences Learning Assessment Remarks
Outcomes Questions Resources

1 1 Measure Length By the end of the sub Why do we Learners in KLB Asking question
ment strand, the learner measure pairs/groups to work Visionary Drawing
distance in out multiplication Mathematics questionnaires
should be able to:
real life involving metres
work out division pg 78
and centimetres in
involving metres and
centimetres in real life real life situations. Metre rule,
situations Learners in 1metre sticks,
pairs/groups to work tape measure
out division involving
metres and
centimetres in real life
situations.
Learners in
pairs/groups to play
digital games
involving length
2 Measure Length By the end of the sub Why do we Learners in KLB Asking question
ment strand, the learner measure pairs/groups to work Visionary Drawing
should be able to: distance in out multiplication Mathematics questionnaires
real life involving metres
work out division pg 78
and centimetres in
involving metres and
centimetres in real life real life situations. Metre rule,
 situations Learners in 1metre sticks,
pairs/groups to work tape measure
out division involving
metres and
centimetres in real life
situations.
Learners in
pairs/groups to play
digital games
involving length
3 Measure Length By the end of the sub Why do we Learners in KLB Asking question
ment strand, the learner measure pairs/groups to work Visionary Drawing
should be able to: distance in out division involving Mathematics questionnaires
real life metres and
use IT devices for pg 78
centimetres in real life
learning and situations.
enjoyment, Metre rule,
Learners in 1metre sticks,
appreciate use of pairs/groups to play tape measure
metres and centimetres digital games
in measuring distance involving length
in real life.
4 Measure Length By the end of the sub Why do we Learners in KLB Asking question
ment strand, the learner measure pairs/groups to work Visionary Drawing
should be able to: distance in out division involving Mathematics questionnaires
real life metres and
use IT devices for pg 78
centimetres in real life
learning and situations.
enjoyment, Metre rule,
Learners in 1metre sticks,
pairs/groups to play tape measure
digital games
involving length
5 Measure Length By the end of the sub Why do we Learners in KLB Asking question
ment strand, the learner measure pairs/groups to work Visionary Drawing
should be able to distance in out division involving Mathematics questionnaires
real life metres and
appreciate use of pg 80-82
centimetres in real life
 metres and centimetres situations. Metre rule,
in measuring distance Learners in 1metre sticks,
in real life. pairs/groups to play tape measure
digital games
involving length
2 1 Measure Area By the end of the sub How can Learners in KLB Asking question
ment strand, the learner you work pairs/groups to Visionary Drawing
should be able to: out area of compare area of two Mathematics questionnaires
different surfaces directly by
compare area of given pg 91
surfaces? placing one surface on
surfaces by direct the other
comparison Square cut
outs, paper
cut outs
2 Measure Area By the end of the sub How can Learners in KLB Asking question
ment strand, the learner you work pairs/groups to Visionary Drawing
should be able to: out area of compare area of two Mathematics questionnaires
different surfaces directly by
compare area of given pg 91
surfaces? placing one surface on
surfaces by direct the other
comparison Square cut
outs, paper
cut outs
3 Measure Area By the end of the sub How can Learners in KLB Asking question
ment strand, the learner you work pairs/groups to use Visionary Drawing
should be able to: out area of different unit square Mathematics questionnaires
cut outs to cover a
calculate area of different pg 93-96
given surface
squares and rectangles surfaces?
by counting unit Square cut
squares outs, paper
cut outs

4 Measure Area By the end of the sub How can Learners in KLB Asking question
ment strand, the learner you work pairs/groups to Visionary Drawing
should be able to: out area of count the number of Mathematics questionnaires
different unit square cut outs
calculate area of
used to cover the
 squares and rectangles surfaces? surface. pg 97-99
as a product of number Learners in pairs
of rows and columns /groups to establish Square cut
that area of a outs, paper
rectangle or a cut outs
square is same as
number of rows
multiplied by
number of columns.

5 Measure Area By the end of the sub How can Learners in KLB Asking question
ment strand, the learner you work pairs/groups to Visionary Drawing
out area of count the number of Mathematics questionnaires
should be able to:
different unit square cut outs pg 99-101
calculate area of
surfaces? used to cover the
squares and rectangles
as a product of number surface. Square cut
of rows and columns Learners in pairs outs, paper
/groups to establish cut outs
that area of a
rectangle or a
square is same as
number of rows
multiplied by
number of columns.

3 1 Measure Area By the end of the sub How can Learners in KLB Asking question
ment strand, the learner you work pairs/groups to work Visionary Drawing
should be able to: out area of out area of squares Mathematics questionnaires
different and rectangles by pg 99-101
calculate area of
surfaces? multiplying number
squares and rectangles
as a product of number of rows by number Square cut
of rows and columns of columns. outs, paper
cut outs
2 Measure Area By the end of the sub How can Learners in KLB Asking question
ment strand, the learner you work pairs/groups play Visionary Drawing
should be able to: out area of digital games Mathematics questionnaires
different involving area of
use IT devices pg 99-101
surfaces? rectangles and squares
for learning and
enjoyment, Square cut
outs, paper
appreciate use of rows
cut outs
and columns in
calculating area of
squares and rectangles
in real life situations.
3 Measure Mass By the end of the sub How can Learners in KLB Asking question
ment strand, the learner you pairs/groups to use Visionary Drawing
measure one kilogram masses Mathematics questionnaires
should be able to:
mass in kg? to measure masses of
use a kilogram mass to pg 102-103
given objects using a
measure masses of beam balance 1kg mass,
different objects
soil or sand,
practically, manual/electr
onic
weighing
machine,
beam balance

4 Measure Mass By the end of the sub How can Learners in KLB Asking question
ment strand, the learner you pairs/groups to use Visionary Drawing
should be able to: measure one kilogram masses Mathematics questionnaires
mass in kg? to measure masses of
use a kilogram mass to pg 102-103
given objects using a
measure masses of beam balance 1kg mass,
different objects
soil or sand,
practically, manual/electr
onic
 weighing
machine,
beam balance

5 Measure Mass By the end of the sub How can Learners in KLB Asking question
ment strand, the learner you pairs/groups make a ½ Visionary Drawing
should be able to: measure kg mass and use it to Mathematics questionnaires
measure mass of given
use ½ kg and ¼ kg mass in kg? pg 103-104
objects using a beam
masses to measure balance
masses of different 1kg mass,
objects practically soil or sand,
manual/electr
onic
weighing
machine,
beam balance

4 1 Measure Mass By the end of the sub How can Learners in KLB Asking question
ment strand, the learner you pairs/groups make a ½ Visionary Drawing
measure kg mass and use it to Mathematics questionnaires
should be able to:
measure mass of given
use ½ kg and ¼ kg mass in kg? pg 103-104
objects using a beam
masses to measure balance
masses of different 1kg mass,
objects practically soil or sand,
manual/electr
onic
weighing
machine,
beam balance

2 Measure Mass By the end of the sub How can Learners in KLB Asking question
ment strand, the learner you pairs/groups make a ¼ Visionary Drawing
should be able to add measure kg mass and use it to Mathematics questionnaires
mass involving measure mass of given
 kilograms in real life mass in kg? objects using a beam pg 105-106
situations balance and an
electronic balance 1kg mass,
soil or sand,
manual/electr
onic
weighing
machine,
beam balance
3 Measure Mass By the end of the sub How can Learners in KLB Asking question
ment strand, the learner you pairs/groups add mass Visionary Drawing
should be able to: measure involving kilograms Mathematics questionnaires
(kg) in real life
subtract mass involving mass in kg? pg 105-106
situations
kilograms in real life Learners in
situations, 1kg mass,
pairs/groups subtract
soil or sand,
mass involving
kilograms (kg) in real manual/electr
life situations onic
weighing
machine,
beam balance

4 Measure Mass By the end of the sub How can Learners in KLB
ment strand, the learner you pairs/groups add mass Visionary
measure involving kilograms Mathematics
should be able to:
(kg) in real life
subtract mass involving mass in kg? pg 105-106
situations
kilograms in real life Learners in
situations, 1kg mass,
pairs/groups subtract
soil or sand,
mass involving
kilograms (kg) in real manual/electr
life situations onic
weighing
machine,
 beam balance

5 Measure Mass By the end of the sub How can Learners in KLB
ment strand, the learner you pairs/groups play Visionary
should be able to: measure digital games Mathematics
involving mass
use IT devices mass in kg? pg 105-106
for learning and
enjoyment, 1kg mass,
appreciate measuring soil or sand,
mass of different manual/electr
objects onic
weighing
machine,
beam balance

5 1 Volume By the end of the sub How can Learners in KLB

strand, the learner should you work pairs/groups/indivi Visionary
be able to: out volume dually to pile Mathematics
of cubes cubes.
work out volume of pg 107-110
and Learners in
cubes and cuboids in real cuboids?
life situations pairs/groups/individua Cubes,
lly to count the piles cuboids
of cubes to determine
the volume.
2 Volume By the end of the sub How can Learners in KLB
strand, the learner should you work pairs/groups to pile Visionary
be able to: out volume cuboids. Mathematics
of cubes Learners in
work out volume of pg 107-110
and pairs/groups/individua
cubes and cuboids in real cuboids?
 life situations lly to count the piles Cubes,
of cuboids to cuboids
determine the volume
3 Volume By the end of the sub How can Learners in KLB
strand, the learner should you work pairs/groups Visionary
be able to use IT devices out volume /individuals to use IT Mathematics
for learning and of cubes devices to play games.
pg 107-111
enjoyment, and
appreciate use of pilling cuboids? Cubes,
method in working out
cuboids
volume in real life
4 Capacity By the end of the sub How can Learners in KLB
strand, the learner should you pairs/groups to Visionary
be able to: measure measure capacity of Mathematics
capacity in containers using a 1
measure capacity in litres pg 113-114
real life litre container in
in real life situations situations? real life situations. 1 liter
containers,
containers of
different
sizes, water,
sand ,soil
5 Capacity By the end of the sub How can Learners in KLB
strand, the learner should you pairs/groups to Visionary
be able to: measure measure capacity of Mathematics
capacity in containers using a 1
measure capacity in litres pg 113-114
real life litre container in
in real life situations situations? real life situations. 1 liter
containers,
containers of
different
sizes, water,
sand ,soil
6 1 Capacity By the end of the sub How can Learners in KLB
strand, the learner you pairs/groups/individua Visionary
should be able to measure lly to make ½ litre and Mathematics
measure capacity in capacity in ¼ litre containers
pg 115-116
½ litres and ¼ litres real life through filling and
in real life situations, situations? emptying using a 1 1 liter
litre container
containers,
containers of
different
sizes, water,
sand ,soil

2 Capacity By the end of the sub How can Learners in KLB

strand, the learner you pairs/groups/individua Visionary
should be able to measure lly to make ½ litre and Mathematics
measure capacity in capacity in ¼ litre containers
pg 115-116
½ litres and ¼ litres real life through filling and
in real life situations, situations? emptying using a 1 1 liter
litre container
containers,
containers of
different
sizes, water,
sand ,soil

3 Capacity By the end of the sub How can Learners in KLB

strand, the learner you pairs/groups to use ½ Visionary
should be able to Add measure litre and ¼ litre Mathematics
and subtract capacity capacity in containers to measure pg 115-116
involving litres in real real life capacity of other
life situations, situations? containers. 1 liter
Learners in containers,
pairs/groups to add containers of
capacity involving
different
litres in real life
 situations sizes, water,
sand ,soil

4 Capacity By the end of the sub How can . KLB

strand, the learner you Learners in Visionary
should be able to Add measure pairs/groups to add Mathematics
and subtract capacity capacity in capacity involving pg 117-118
involving litres in real real life litres in real life
life situations, situations? situations 1 liter
containers,
containers of
different
sizes, water,
sand ,soil

5 Capacity By the end of the How can Learners in KLB

sub strand, the you pairs/groups to Visionary
learner should be measure subtract capacity Mathematics
able to use IT capacity in involving litres in pg 117-118
device for learning real life real life situations.
and enjoyment, situations? Learner in 1 liter
appreciate use of the litre pairs/groups to play containers,
as a unit of measuring digital games containers of
capacity in real life involving capacity. different
situations sizes, water,
sand ,soil
7 1 Time By the end of the How can Learners in KLB
sub strand, the you tell pairs/groups to read Visionary
learner should be time? and tell time in a.m. Mathematics
and p.m. using pg 119-121
able to:
digital and analogue
read and tell time in a.m. clocks in real life Analogue and
and p.m. in real life situations. digital
situations clocks,
 digital
watches, am
/pm chart

2 Time By the end of the sub How can Learners in KLB

strand, the learner you tell pairs/groups to Visionary
should be able to time? estimate time of the Mathematics
estimate time using a.m day using the shadow.
pg 119-121
and p.m. in real life
situations, Analogue and
digital
clocks,
digital
watches, am
/pm chart

3 Time By the end of the sub How can Learners in KLB

strand, the learner you tell pairs/groups to Visionary
should be able to time? estimate time of the Mathematics
estimate time using a.m day using the shadow.
pg 119-121
and p.m. in real life
situations, Analogue and
digital
clocks,
digital
watches, am
/pm chart

4 Time By the end of the sub How can Learners in KLB

strand, the learner should you find pairs/groups to Visionary
be able to convert units out time convert hours to Mathematics
of time in real life taken to minutes and pg 122-123
situations do an minutes to hours in
activity? real life situations. Analogue and
 Learners in digital
pairs/groups to convert clocks,
hours to days and days digital
to hours in real life watches, am
situations /pm chart
5 Time By the end of the sub How can Learners in KLB
strand, the learner should you find pairs/groups to Visionary
be able to convert units out time convert hours to Mathematics
of time in real life taken to minutes and pg 122-123
situations do an minutes to hours in
activity? real life situations. Analogue and
Learners in digital
pairs/groups to convert clocks,
hours to days and days digital
to hours in real life watches, am
situations /pm chart
8 1 Time By the end of the sub How can Learners in KLB
strand, the learner you find pairs/groups to Visionary
should be able to out time convert hours to Mathematics
record time durations taken to minutes and pg 122-123
in hours and minutes do an minutes to hours in
in real life situations, activity? real life situations. Analogue and
Learners in digital
pairs/groups to convert clocks,
hours to days and days digital
to hours in real life watches, am
situations /pm chart
2 Time By the end of the sub How can Learners in KLB
strand, the learner you find pairs/groups to Visionary
should be able to out time convert hours to Mathematics
record time durations taken to minutes and pg 122-123
in hours and minutes do an minutes to hours in
in real life situations, activity? real life situations. Analogue and
Learners in digital
pairs/groups to convert clocks,
 hours to days and days digital
to hours in real life watches, am
situations /pm chart
3 Time By the end of the sub How can Learners in KLB
strand, the learner should you find pairs/groups to Visionary
be able to work out time out time measure and Mathematics
duration in real life taken to record duration of pg 122-123
situations do an events in hours
activity? and minutes using Analogue and
digital and digital
analogue clocks. clocks,
Learners in
digital
pairs/groups to work
out addition involving watches, am
units of time in real /pm chart
life situations
4 Time By the end of the sub How can Learners in KLB
strand, the learner should you find pairs/groups to Visionary
be able to work out time out time measure and Mathematics
duration in real life taken to record duration of pg 122-125
situations do an events in hours
activity? and minutes using Analogue and
digital and digital
analogue clocks. clocks,
Learners in
digital
pairs/groups to work
out addition involving watches, am
units of time in real /pm chart
life situations
5 Time By the end of the sub How can Learners in KLB
strand, the learner you find pairs/groups to work Visionary
should be able to use out time out subtraction Mathematics
IT devices for learning taken to involving units of pg 122-125
and enjoyment, do an time in real life
appreciate time in real activity? situations. Analogue and
 life situations. Learners in digital
pairs/groups/individua clocks,
lly to play digital digital
games involving time.
watches, am
/pm chart

9 1 Money By the end of the sub How can Learners in KLB

strand, the learner should you save pairs/groups/individua Visionary
be able to: money? lly to convert shillings Mathematics
into cents and cents
convert shillings into pg 130-131
into shillings using
cents and cents real/ imitation money
into shillings in different Real /
in different contexts imitation
contexts,
money, price
list
2 Money By the end of the sub How can Learners in KLB
strand, the learner should you save pairs/group to role Visionary
be able to: money? play shopping Mathematics
activities involving
convert shillings into pg 130-131
giving change and
cents and cents balance using real/
into shillings in different Real /
imitation money imitation
contexts,
money, price
list
3 Money By the end of the sub How can Learners in KLB
strand, the learner should you save pairs/groups to discuss Visionary
be able to participate in money? and prioritize needs Mathematics
shopping activities and wants
pg 130-131
involving money
practically Real /
imitation
money, price
list
 4 Money By the end of the sub How can Learners in KLB
strand, the learner should you save pairs/groups to Visionary
be able to practice money? discuss meaning Mathematics
savings in real life, work of saving. pg 132-134
out questions involving Learners in
money in real life pairs/groups to discuss Real /
situations savings at home imitation
money, price
list
5 Money By the end of the sub How can Learners in KLB
strand, the learner should you save pairs/groups to Visionary
be able to practice money? discuss meaning Mathematics
savings in real life, work of saving. pg 132-134
out questions involving Learners in
money in real life pairs/groups to discuss Real /
situations savings at home imitation
money, price
list
10-11 END OF TERM ASSESSMENT AND CLOSING