Download MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES

MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
The aim of the curriculum is the development of mathematically powerful individuals
“who understand and confidently us mathematical concepts principles across disciplines
and in everyday life” (OECS Education reform Unit (OERU), 1993, p33) additionally,
the curriculum should enable these individuals to be critical thinkers and problem
solvers who enjoy the challenges of mathematics and readily pursue solution to
problems.
If the mathematic curriculum is to achieve this aim, it should of necessity include from
the outset the attributes and behaviours that describe individuals. These learning
outcomes embody this range of appropriate attributes.
Analysis of the characteristics of the mathematically powerful individual as well
descriptions of an appropriate learning environment provides an indication of these
attributes. The description suggest that students should have developed and be able to
use:
- knowledge of mathematical concepts and procedures
- knowledge of mathematical relationships
- reasoning skills
- language and communication skills and
- problem solving skills
Mathematics consists of several facts, skills, concepts and general procedures or
strategies (Department of Education and Science (DES), 1987; National Council of
teacher of Mathematics (NCTM, 1989, 2000) Therefore, students should be provided
with opportunities to learn, not just concepts and facts, but also skills and procedures
thus are appropriate for their level of development. In developing these work habit,
attention should also be also be given to nurturing positive attitudes. The development
of a positive attitude towards mathematical should focus on ensuring that students
acquire:
 A fascination with the subject
 An interest in doing the subject
 An appreciation for the purpose and relevance of the mathematics that is studies
 Students’ confidence in their ability to do the subject (NTCM, 2000, OERU
1998)
These general elements are the foundation of the learning outcomes. Consistent with the
recommendations coming out of the 1998 sub-regional workshop, the learning
outcomes have been organized into five strands or content areas of mathematics
 Statistics
 Geometry
 Measurement
 Number Concepts
 Computation
The facts, skills, procedures and dispositive that student need to develop in each of
these areas have therefore been identified
The development of these elements of mathematics can be facilitated by appropriate
experiences, In this regard it is important to note that develop mathematical competence
and positive personal qualities through activities that allow them to examine and
restructure their knowledge (James, 1995, Hartfield, Edwards, S Bitter, 1999, Reyes,
Suydam, S Lindquis, 1984).
Based on the better statement, commencing from the June 2005 Primary Mathematics
Examinations, there will be a school based component for grade 6 students. 10% of the
Primary National Mathematics Examination score will be general towards this section.
Students are required to submit Mathematics Project based on one of the content area
from the 5 strands of:
 Measurement
 Geometry
7In everything set them an example by doing what is good. In your teaching show integrity,
1
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
 Number Concept
 Computation and
 Statistics
The aim of the project is for students to demonstrate how Mathematics is used in their
daily lives
STRANDS:
1.
2.
3.
4.
5.
6.
NUMBER: THEORY, CONCEPTS AND OPERATIONS
MEASUREMENT
GEOMETRY
STATISTICS AND DATA HANDLING
ALGEBRA, PATTERNS AND FUNCTIONS
CONSUMER ARITHMETIC
Standards:
The learner will be able to:
1. Develop number sense, ways of representing numbers, relationships
among numbers and number systems and perform mathematical
computations
2. Construct an understanding of measurable attributes of objects and the
units, systems, and the processes of measurement.
3. Investigate properties of geometric shapes.
4. Use appropriate data gathering procedures, techniques for representing
data and interpreting data.
5. Discover algebraic properties and expressions and apply the operations
to the solution of algebraic equations and inequalities; read and interpret
graphs and use them to represent algebraic relationships.
6. Appreciate the role of the consumer in performing day-to-day
transactions involving money.
7. Solve problems using a variety of problem solving strategies (See
Polya.)
Attainment Targets:
The learner will be able to:
1. Apply number operations and relationships with speed and accuracy to
solve problems using mental strategies, paper/pencil or technology.
2. Make and use estimation and accurate measurement by applying
appropriate instruments, formulas and units to solve problems in a
variety of ways.
3. Identify and describe attributes of geometric shapes and apply this
knowledge to reason or solve problems about shape, size, position or
motion of objects.
4. Use a variety of strategies to collect, organize, analyze, and interpret
data to make decisions and solve problems.
5. Identify, describe and represent patterns and functional relationships to
solve mathematical and real-life problems with speed and accuracy.
6. Apply knowledge of money to solve problems related to day-to-day
transactions.
7In
everything set them an example by doing what
is good. In your teaching show integrity,
2
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
STRAND: NUMBER: THEORY, CONCEPTS AND OPERATIONS
UNIT TITLE: WHOLE NUMBERS
TERM: ONE
UNIT: ONE
DURATION: TWO WEEKS
Focus Question:
1. What is the relationship between numbers and number systems?
Learning
Outcomes
Demonstrate an
understanding of
number up to 10000
Create and solve
problems using
place value and
whole number
concept
Key Concepts
Place value
Total
Expanded notation
Ascending
Descending
Magnitude
Round off
Ordinal
Position
Specific Objectives
1.
2.
3.
4.
5.
6.
7.
8.
Identify discuss, use and write numbers up to 9 999 and represent them a variety
of ways
Identify the place value and total value of any digit in numbers up to 9 999
Write number up to 9 999 in expanded notation
Arrange a set of two, three and or four digit numbers in order of magnitude
Round off two, three or four-digit numbers to the nearest 10
Round off three or four-digit numbers to nearest 100
Identify the ordinal position of an object in an arrangement
Identify the object that corresponds to a given ordinal position in an
arrangement
Suggested activities
 Using number line, have pupils fill in missing numbers. Explain rule for rounding off
numbers. Let pupils practice by playing a game “what number an I. before I was
rounded off to the nearest 10. I was 328, what number am I now 330.
 Present pupils with place value chart and number tiles. Explain place value and total
value. Let pupils use number tiles to represent a given number
TH
H
6
T
4
O
9
Place value of 6 = hundred
Total value of 6 = 600 or six hundred
 Using place value chart pupils will place given numbers in their correct column. Let
pupils use the total value from chart to aid expansion.
H
4
T
2
O
8
+ 400 + 20 + 8
 Write in expanded notation any numbers up to 9 999 e.g. 8763- (8x1000) + (7x100)
+ (6x10) + (3x1)
 Arrange sets of numbers in order of magnitude according to the digit (2, 3, or 4)
 Round off two, three- or four-digit numbers to the nearest to the nearest 10 e.g.
26 nearest 10 = 30
183 nearest 10 = 180
3635 nearest 10 = 3640
 Round off three or four-digit numbers to the nearest 100.
e.g. 133 –nearest 100 = 100
163 –nearest 100 = 200
378 – nearest 100 = 3400
5303 – nearest 100 = 5300
7In
everything set them an example by doing what
is good. In your teaching show integrity,
3
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
STRAND: NUMBER; THEORY, CONCEPTS AND OPERATIONS
UNIT TITLE: NUMBER CONCEPT/COUNTING
TERM: ONE
UNIT: TWO
DURATION: TWO WEEKS
Focus Questions:
1. What is the relationship between numbers and the number system?
2. What patterns may result in a sequence of numbers?
Learning
Outcomes
Demonstrate an
understanding of
number up to 10000
Create and solve
problems using place
value and whole
number concept
Key Concepts
Place value factors,
multiples
Specific Objectives
1.
Count in a variety of ways; counting forward, counting backwards,
skip counting, counting on
2.
3.
4.
Identify the pattern in a sequence of numbers
Complete sequence of numbers
Generate number sequence


Computation

Forward counting
Backward counting
Skip counting

Pattern

7In
Suggested activities
Play games to develop numbers sense e.g. bingo, matching, jig saw
Use squared paper. Copy number square/grid form 1 to 100. Pupils
will colour every second number starting with 2. repeat for other
patterns (5’s, , 10’s, 20’s, and 25’s,)
Give patterns for pupil to identify the sequence e.g. 2, 4, 6, _, _, (add
2). Allow pupils to complete sequences after identifying pattern E.g.
5,10, 15, 20, 25, 30, 35, (add 5)
Given a pictorial representation of a number, let pupils write number
in figures and words. Repeat activity allowing pupils to draw pictures
to represent numbers.
Using three dice. Let pupils throw the dice four times. Each time have
them write down the largest and smallest number you can make.
everything set them an example by doing what
is good. In your teaching show integrity,
4
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
STRAND: NUMBER: THEORY, CONCEPTS AND OPERATIONS
UNIT TITLE: NUMBER CONCEPT
TERM: ONE
UNIT: THREE
DURATION: THREE WEEKS
Focus Questions:
1. How are prime numbers different from composite numbers?
2. What is the difference between odd and even numbers
3. How are factors different from multiples?
4. What are the differences between factors and multiples
Learning Outcomes
Demonstrate an
understanding of
number up to 10000
Create and solve
problems using place
value and whole
number concept
Key Concepts
Prime composite
Odd, even
Least common multiple
(LCM)
Highest Common
Factor (HCF)
1.
2.
3.
4.
5.
6.
Specific Objectives
Explain the concepts of prime number and composite number
Identify prime numbers and composite numbers
Classify numbers in a variety of ways e.g. as primes, composite, odd,
and or even
Find the least common multiple of two or three numbers, by listing
Find the highest common factor of two or three numbers by listing
factors
Explain the meaning of factors and multiples
Suggested activities
 Using the hundred grid students shade numbers divisible by 2, 3, 5 and 7.
They note shaded numbers are composite, un shaded numbers are prime
 Students define prime and composite numbers.
 Students recall prime numbers form
 Classify numbers, composite, odd or even e.g.
 Students list the multiples of given numbers.
 They pick out the common multiple(s)
 Find the LCM of two or three whole number by listing multiples of given
numbers e.g. 2 - 2,4,6,8,10} 6
 3 – 3,6,9, }
6 – LCM
 Students note the smallest of the common multiples as a the LCM of the
given numbers
 Students list factors of given numbers, then pick out factors that are
common. They identify the largest of the common. They identify the largest
of the common factors as the HCF of the numbers
 Use the factors tree to find the HCF of given numbers
 Use multiplication facts of given numbers to bring out concepts of factors
.e.g. 12 1x12
2x6
3x4
 Recall multiplication tables to bring out concept of multiples
 After recalling multiplication tables, students generate multiples of given
numbers
7In
everything set them an example by doing what
is good. In your teaching show integrity,
5
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
STRAND: NUMBER: THEORY, CONCEPTS AND OPERATIONS
UNIT TITLE: COMPUTATION/WHOLE NUMBERS
TERM: ONE
UNIT: FOUR
DURATION: TWO WEEKS
Focus Question:
1. What are the basic addition, subtraction, facts
Learning Outcomes
Create and solve reallife problems involving
addition and subtraction
with numbers up to
10000
Key Concepts
Computation
vocabulary: sum,
product, total
Specific Objectives
1. Create and solve problems involving addition, subtraction,
multiplication and / or division of whole numbers
2. Recall the basic facts for addition and subtraction
3. Add numbers with up to four digits without regrouping
4. Add numbers with up to four digits with regrouping in two places /
columns
5. Add numbers with up to four digits with regrouping in three places /
columns
6. Carry out subtractions involving numbers with up to four digits, without
regrouping
7. Carry out subtractions involving numbers with up to four digits, with
regrouping in one place // column only
8. Carry out subtractions involving numbers with up to four digits, with
regrouping in two places // columns only
9. Carry out subtractions involving numbers with up to four digits, with
regrouping in three places // columns only
10. Explain the regrouping process for addition and subtraction
Suggested activities
 Engage pupils in a bingo game involving addition, subtraction,
multiplication or division of whole numbers
 Use arrow graphs to draw from pupils their knowledge of addition,
subtraction, multiplication or division.
 Use calculators, mental strategies, pen and paper to investigate number
pattern and relationship
 Discuss these patterns and create examples for themselves for display
e.g.
+2
2
3
4
Repeat with (-); (÷); (x)
7In
everything set them an example by doing what
is good. In your teaching show integrity,
6
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
STRAND: NUMBER; THEORY, CONCEPTS AND OPERATIONS
UNIT TITLE: COMPUTATION/WHOLE NUMBERS
TERM: ONE
UNIT: FIVE
DURATION: TWO WEEKS
Focus Question:
1. What are the basic multiplication and division facts?
Learning
Outcomes
Create and solve
real-life problems
involving
multiplication and
division of one and
two digit numbers
Specific Objectives
1.
2.
3.
4.
5.
6.
Key Concepts
Computation
vocabulary: sum,
product, total
Multiply a two-digit number by a one-digit number
Multiply a two-digit number by a two-digit number
Divide a two-digit number by a one-digit number, with and without remainder
Divide a three-digit number by a one digit number without and with a
remainder
Explain the meaning of the remainder in division
Carry out calculations involving brackets and several operations
Suggested activities
 Use the lattice method in multiplication
 Use rules for divisibility
for example all even
numbers are divisible by 2
STRAND: NUMBER; THEORY, CONCEPTS AND OPERATIONS
UNIT TITLE: FRACTIONS
TERM: TWO
UNIT: ONE
DURATION: THREE WEEKS
FOCUS QUESTION:
1. What are the different operations that can be applied using fractions and whole numbers?
Learning
Outcomes
Solve simple
fractions
involving
elementary
fractions
Specific Objectives
1.
2.
3.
4.
5.
6.
7.
Key Concepts

Fraction
Proper
Fractions
Denominator
Numerator
Improper
Fractions
Mixed numbers





Add a whole number to a proper fraction
Add two proper fractions with like denominators
Add two proper fractions with unlike but related denominators, using concrete objects
and pictures/diagrams
Carry out subtraction involving two proper fractions with like denominators, no
regrouping
Carry out subtraction involving two proper fractions with unlike but related
denominators, no regrouping using concrete objects and pictures/diagrams
Multiply a fraction by a whole number using concrete objects and pictures/diagrams
Multiply a whole number by a proper fraction using concrete objects and
pictures/diagrams
Suggested activities
Engage pupils in a bingo game involving addition, subtraction, multiplication or division
of whole numbers
Use arrow graphs to draw from pupils their knowledge of addition, subtraction,
multiplication or division.
Use calculators, mental strategies, pen and paper to investigate number pattern and
relationship
Use fractions charts to add and subtract proper fractions of the same family
Shade fractional parts of a whole
Divide wholes into fractional parts to show improper fractions
STRAND: MEASUREMENT
UNIT TITLE: LENGTH
TERM: TWO
UNIT: TWO
DURATION: TWO WEEKS
Focus Question:
1. What is the metric unit used to measure length?
7In
everything set them an example by doing what
is good. In your teaching show integrity,
7
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
Learning Outcomes
Specific Objectives
1.
Estimate and accurately
measure length and
distances and calculate
perimeter using
standard units
2.
3.
4.
5.
6.
7.
8.
9.
Key Concepts
Length
Height
Metre
Centremetre
Kilometre
Estimate
Measure
Suggested activities
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



Scale drawing


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
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7In
Estimate and measure lengths and heights of objects using the metre and
/or centimetre as the unit of measure
Draw line segment of a given length in centimetres
Measure line segments and curves using the centimetre as the unit of
measure
Justify the need for the millimetre as a unit of measure
Estimate and measure lengths of objects using the millimetre as the unit of
measure
State the relationship between the millimetre and the centimetre, and the
millimeter and the metre
Compare the length or height of objects given their measurement in the
same or different unit
Explain what a scale drawing is and how scale drawings are used in real
life.
Use scale drawings(e.g. Maps) to determine distances in kilometres or
metres
Students are presented with a metre rule. They note its length.
Students measure lengths and heights of objects in classroom e.g.:
chalkboard, door
Students use experience to estimate lengths and heights of other objects in
classroom and record estimated lengths /heights
Students measure actual lengths and heights of objects; Record
measurements and compare with estimated lengths/heights. Repeat above
activities using the centimetre
Students use a centimetre rule to measure given line segments.
Students use string to measure curves by covering the distances of the
curves with the string.
Students then measure string against a centimeter rule to get the actual
length in centimetre
Students are asked to measure fingernail using a centimetre rule. They note
difficulties.
Students now measure using the millimetre as the unit of measure
Students then justify the need for the millimeter as a unit of measure using
their knowledge of the millimetre students
Estimate the lengths of given objects e.g.: pencil point, pencil eraser record
measurements
Students now measure given lengths using the millimetre at the unit of
measure
Students record measurements
Students compare estimations and measurements.
Given a centimetre rule subdivided into millimetre, Students note how any
millimetres a centimetre equals.
Students complete worksheets to convert
From mm to cm and vice versa
Students note the relationship between cm and m. Then they further
investigate relationship between mm and m (1000m - 1m)
Students orally convert between units e.g.: 4000 m = 4 m.
Students complete worksheets
Given measurement of objects in the same units, students compare
measurements ( >, <)
Students complete worksheets given measurements of objects in different
units,
Students first convert to same units then compare measurements e.g.: 66
mm • 6 cm = 66 mm • 60 cm complete worksheets
Students are given a scale drawing of the school.
They measure the distances between their classroom and the staff room
using their cm rule.
Students discuss whether distance is accurate. Explain.
Students measure actual distances.
Students take note of the scale on the sketch, then calculate actual distance.
Students note other situations in real life when the scale id useful, then
determine (calculate) distance
Between villages, village and the capital, village and historical sites,
beaches etc.
Complete worksheet based on map.
everything set them an example by doing what
is good. In your teaching show integrity,
8
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
STRAND: MEASUREMENT
UNIT TITLE: MASS
TERM: TWO
UNIT: THREE
Focus Question:
1. What is the metric unit used to measure mass
Learning
Outcomes
Compare he
relationship among the
more commonly used
units of mass
Specific Objectives
1.
2.
3.
4.
5.
6.
Key
Concepts
Mass
Kilogram
Gram




Milli
Kilo





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
7In
DURATION: TWO WEEKS
Estimate and measure the mass of objects sing kilograms and grams.
Justify the need for milligrams as a unit of mass
Describe situations in real life where the milligram is used as a unit of
measure
Estimate and measure the mass of objects in milligrams.
State the relationship between the milligram and gram, kilogram and gram
Compare the mass of objects given their measurement of mass in the same
or different units
Suggested activities
Students are presented with a gram mass. They measure in hand to get the feel of
the mass.
Students are given objects measured in grams where the measure in hand against the
gram mass, and estimate the mass of the objects.
Students record estimated mass
Students use scale to measure actual mass of record actual mass measured and
objects.
Students compare against estimated mass.
Students develop level of accuracy in estimating by getting more practice in
estimating mass then measure actual mass of different objects.
Students follow above procedure with the kilogram.
Students are given objects to measure that have a mass of less than a gram
They note that objects cannot be measured using the gram. Students suggest a way
of measuring the actual mass of the objects.
Students are introduced to the milligram as a unit of measure.
Students talk about the need of the milligram as a unit of mass
Students are asked to name objects in household that are measured in milligrams
Students are given examples of these objects e.g. Prescription pills
Students carry out research on objects that are
students practice measuring objects in milligrams
Students then estimate the mass of objects in milligrams. They record
measurements.
Students then measure actual mass of objects & Record measurements.
Students compare the estimated mass and the actual mass of objects in milligrams
Students note the meaning of the prefixes, milli and kilo
They use a scale balance to find the relationship between milligram and gram i.e.
How many milligram masses does it take to balance gram mass
Students follow the same procedure with the kilogram and gram. How many gram
masses it takes to balance a kilogram mass
Complete worksheets to show relationship
Given measurements in same units students compare mass i.e. ( >, <)
Given measurements in different units students first convert to same units then
compare masses i.e.( >, <)
Complete worksheet
everything set them an example by doing what
is good. In your teaching show integrity,
9
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
STRAND: MEASUREMENT
UNIT TITLE: CAPACITY
TERM: TWO
UNIT: FOUR
Focus Question:
1. What is the metric unit used to measure capacity
DURATION: TWO WEEKS
Learning Outcomes
Specific Objectives
1. Estimate and measure capacity of containers in litres or centilitres.
Compare capacities of
2. Justify the need for the millilitre as a unit of measure of capacity
different objects using
3. Estimate and measure the capacity of containers using the millimetre as
basic standard units
a unit of measure.
4. Describe situations in real life where the millilitre is used as a
measurement of capacity
5. State the relationship between the millilitre and centilitre and litre
Key
Suggested activities
Concepts
Estimate
 Given a measuring cylinder (litre) students observe the capacity of liquid in the
measure
cylinder.
capacity
 Students are presented with other containers, they estimate the capacity of the
litre
containers compared to the measuring cylinder
millilitre
 Students record estimated capacity
centilitre
 Students now use measuring cylinder to measure capacity of liquids in container
 Students record a actual capacity of containers.
 Students compare estimated and actual measurement
 Students are given a litre measuring cylinder and asked to measure the capacity of
liquid in a chubby bottle (without the label)
 Students note the capacity of liquid in bottle is less than the capacity of the cylinder.
Students suggest ways of measuring actual capacity
 Students are presented with measuring cylinder in millilitre units. They measure actual
capacity of liquid in bottle
 Students justify the need for the millilitre as s unit of measure which they measure the
capacity of the liquid in ml and two other containers which they estimate the capacity
by comparing against the first container.
 Students record estimated capacity; Students then compare estimation with other
groups.; Students now measure actual capacity of containers
 Students record actual capacity, and compare against estimated capacity.
 Students are presented with a chubby bottle (soda) with label affixed. Students note
the capacity of printed on label
 Students are asked of other containers in the household that are measured in
millilitres.; Students are presented with other containers.
 As an additional activity students are asked to bring in containers and/or labels
measured in millilitres.
 Students observe measuring cylinder marked in centiliter units and further marked in
millilitre units
 Students/ discover/note that 1 centilitre is equivalent to 10 millilitres.
 Given capacity in centilitres, students convert to millilitres. They note to convert from
centilitres to millimetres, multiply by ten(10) and to convert from millilitres to
centilitres, divide by ten(10)
 Given litre measuring cylinder subdivided into milliliter units, students note that 1 liter
is equivalent to 1,000 millilitres.
 Given measurement of liquid in containers, students compare the capacity of liquids in
containers.
7In
everything set them an example by doing 10
what is good. In your teaching show integrity,
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
STRAND: MEASUREMENT
UNIT TITLE: TEMPERATURE
TERM: TWO
UNIT: FIVE
DURATION: ONE WEEK
Focus Question: What is the metric unit used to measure temperature?
Learning
Outcomes
Develop concept of
temperature
Key Concepts
Thermometer
Degrees
Celsius
Fahrenheit
Specific Objectives
1.
2.




Read recorded temperatures
Identify the scales that are used to measure temperature
Suggested activities
Students read temperatures as recorded on hand outs / worksheets
Students observe the two types of thermometer clinical , laboratory
They note the scales marked on thermometers 'Celsius, Fahrenheit
Given worksheets with unlabelled thermometers, students identify
which scale is Celsius and which is Fahrenheit
STRAND: GEOMETRY
UNIT TITLE: LINES AND ANGLES
TERM: THREE
UNIT: ONE
Focus Question:
1. Where can we find lines around us?
2. What is a line segment?
3. How do we describe curves?
4. What are different kinds of angles?
Learning
Outcomes
Investigate properties
of 2-D shapes in terms
of lines and angles
DURATION: ONE WEEK
Specific Objectives
1.
2.
3.
4.
5.
Draw and label line segments
Identify and draw intersecting lines
Classify curves as simple, open, or closed
Explain the concept of a point
Explain the concept of angle
Key Concepts
Attributes of curves:
simple, open,
closed,
Suggested activities
 Present students with a diagram with names lines to include intersecting lines
and ask students to idnetify lines that interest e.g.
A
B
Point
angles:
acute,
right,
obtuse,
C
D
 Students are instructed to draw diagrams of their own to include intersecting
lines.
 Given a worksheet with examples of different, named curves, students complete
a table grouping the curves as simple, open or closed
 Following directions given by teacher, students draw simple, open and closed
curves of their own.
 Students are asked to make two points with pencil in their books. They then
connect the points together. Teacher explains concept of line segment.
 Students repeat activity using a ruler. They identify the segments as curve or
straight
 Teacher uses chart showing letters of alphabet to show enclosed curves.
 Students draw straight lines to cross each other. They note the angles formed
 Students draw line segments to meet/cross each other at different points to form
angles of different sizes. They note the angles formed by the horizontal lines
and the margin of the page of their books
 Students name angles as right, acute or obtuse.
7In
everything set them an example by doing 11
what is good. In your teaching show integrity,
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
STRAND: GEOMETRY
UNIT TITLE: 2D SHAPES
TERM: THREE
UNIT: TWO
DURATION: TWO WEEKS
Focus Question:
1. How are angles useful in everyday life?
2. What is the relationship between squares and rectangles?
3. What is the relationship between radius and diameter?
Learning
Outcomes
Investigate properties
of 2-D shapes in terms
of lines and angles
Describe similarities /
differences between 3d shapes in relation to
their properties
Key Concepts
2-Dimensional
shapes
Edges
Vertices
size of angles
number of
angles
Right angles
Attributes of
squares and
rectangles
Parts of a circle:
Radius
Diameter
Centre
7In
Specific Objectives
1.
2.
3.
4.
5.
Explain the concepts of angle and right angle
Draw and label angles
Classify angles according to size
Identify right angles in 2 D
Describe 2D shapes in terms of number of sides and the number and measure
of angles
6. Classify triangles according to the measure of their angles
7. Describe the attributes of squares and rectangles
8. Identify the similarities and differences between squares and rectangles
9. Explain how squares and rectangles are related
10. Explain the concepts of radius, diameter, and centre of a circle
11. Identify the centre of a circle
12. Identify and draw radii and diameters of a circle
Suggested activities
 Students draw angles of choice, of different sizes. They then use knowledge of angles to
label angles drawn
 Given a worksheet with a number of angles, pupils apply knowledge of the size of angle
and classify them by observation. They complete a table to classify angles as right, acute,
obtuse, reflex, straight.
 Students further measure size of angles using a protractor for actual measurement
 Students engage in a game of ‘Jeopardy’ to describe 2D shapes e.g. I have 4 equal sides 4
right angles. Who am I.
 Students recall attributes of a triangle
 Students complete worksheet of problems pertaining to the measure of angels of or
triangle. They also engage in a game of “Jeopardy’.
 Students recall attributes of squares and rectangles
 They note what is same and what is different about both the square and the rectangle
 Students record similarities and differences in a table
 Students critically analyze table completed.
 Teacher questions students to bring out relationship between squares and rectangles
 Students use compass to draw a circle. They mark the point at which the compass point
was inserted.
 Students use ruler to measure the distance form the point, to various points on the circle.
Students discuss results.
 Students come up with a definition of the centre of a circle.
 Students draw a line (using a rule) thought the centre of the circle two points on the circle,
to form the diameter. They do this at various points.
 Students come up with a definition of the diameter of a circle. Measure the distance.
 Students repeat activity drawing a line from the centre of the circle to various points on
the circle to make the radius, they then measure and record distance
 Students compare length of diameter and length of radius. Teacher questions students to
bring out the relationship between the radius and the diameter.
everything set them an example by doing 12
what is good. In your teaching show integrity,
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
STRAND: GEOMETRY
UNIT TITLE: 3D SHAPES
TERM: THREE
UNIT: THREE
DURATION: TWO WEEKS
Focus Question:
1. What is the relationship between faces, edges and vertices of 3D shapes?
2. How are 3-D shapes useful in everyday life?
3. Where can we find 3D shapes around us?
Learning
Outcomes
Describe similarities /
differences between
3-d shapes in relation
to their properties
Key Concepts
Attributes:
Edges
Vertices
faces,
edges,
vertices
cubes
cuboids
nets
cones
spheres
Specific Objectives
1.
2.
3.
4.
5.
Identify the relationship between the number of faces, edges, and
vertices of cubes and cuboids
Make nets of cubes, cuboids and cylinders
Identify nets that will form a cube, cuboids
Construct cubes, cuboids and cylinder
Create and solve problems based on the attributes of cubes, cuboids,
cylinders, cones and spheres
Suggested activities
 Students recall concept of faces, edges and vertices
 They use knowledge concepts to identify relationship
 Students then complete a table to include no. of faces, edges, and vertices of
cubes, cuboids.
 Students observe actual cube, cuboid and compare with entry in the table.
Make corrections where necessary.
 Students bring in examples of cubes, cuboid and cylinder (match box, shoe
gifts box, Pringles container) manipulate concrete objects
Students take part in a game to identify the types of solid, given attributes of
that solid e.g. I have one flat face and curved face. What am I?
STRAND: STATISTICS AND DATA HANDLING
UNIT TITLE: DATA COLLECTION
TERM: THREE
UNIT: FOUR
Focus Questions:
1. When do I collect data?
2. Where do I collect data?
3. How do I collect data?
Learning Outcomes
Collect data through
observation and interview
and record results
Use, construct and
interpret simple
pictographs, charts and
tables
Key Concepts
Observation
1.
2.
3.
4.
5.
6.
DURATION: ONE WEEK
Specific Objectives
Describe the basic characteristics of a questionnaire
Prepare simple questionnaires and interviews
Describe procedures for collecting data using observation,
interviews, or simple questionnaire
Generate questions that may be answered
Plan data collection activities
Collect data through observation, interviews or simple
questionnaires
Suggested activities
 Identify and describe situations where data collection, representation, and
interpretation could be used to solve problems
Interview
Data collection
7In
 Collect date by conducting surveys, observations and interviews and
organizing and displaying data collected using bar graphs, tally charts, line
graphs, pictograph
everything set them an example by doing 13
what is good. In your teaching show integrity,
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
STRAND: STATISTICS AND DATA HANDLING
UNIT TITLE: PRESENTING DATA
TERM: THREE
UNIT: FIVE
Focus Question:
1. What are the different methods to represent data?
2. What is the best method to represent data?
Learning
Outcomes
Use, construct and
interpret simple
pictographs and
charts using simple
scales
Key Concepts
Data
Scales
Tables
Bar graphs
Pictographs
Charts
Specific Objectives
1.
2.
3.
4.
5.
Use tally charts and tables to organize collected data
Select appropriate means to represent collected data and
Give reasons for their selection
Select appropriate scales for constructing graphs
Construct pictographs and bar graphs to represent organized data.
Suggested activities
 Read the data presented in tables to answer comprehension questions / apply to
Social Studies or language
 Measure in cm the heights of boys and girls in class. Record the information in
a table. Use the information to draw bar graphs, line graphs, and pictographs.
Use information to find the average height
STRAND: STATISTICS AND DATA HANDLING
UNIT TITLE: DATA INTERPRETATION
TERM: THREE
UNIT: SIX
Focus Question:
1. What does the data mean?
Learning
Outcomes
Use, construct and
interpret simple
pictographs, charts
and tables
Key Concepts
Data
Tables
Bar graphs
Line graphs
Pictographs
Charts
Mean
7In
DURATION: ONE WEEK
DURATION: ONE WEEK
Specific Objectives
1.
2.
3.
Read data presented in tables, pictographs, and bar charts
Interpret data presented in tables, pictographs, bar charts and line graphs
Calculate the mean / average of a set of data
Suggested activities
 Read the data presented in table to answer comprehension questions.
 Measure in cm the height of boys and girls in class. Record the information in a
table. Use the information to draw bar graphs, line graph, and pictograph.
 Use information to find the average/mean height
everything set them an example by doing 14
what is good. In your teaching show integrity,
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
1x Table
2x Table
1x1 =
1
1x2 =
2
2x1 =
2
1x3 =
3
2x2 =
4
1x4 =
4
2x3 =
6
1x5 =
5
2x4 =
8
2x5 =
10
1x6 =
6
2x6 =
12
1x7 =
7
2x7 =
14
1x8 =
8
2x8 =
16
1x9 =
9
2x9 =
18
1 x 10 =
10
2 x 10 =
20
1 x 11 =
11
2 x 11 =
22
1 x 12 =
12
2 x 12 =
24
3x Table
4x Table
3x1 =
3
3x2 =
6
3x3 =
9
3x4 =
12
3x5 =
15
3x6 =
18
3x7 =
21
3x8 =
24
3x9 =
27
3 x 10 =
30
3 x 11 =
33
3 x 12 =
36
5x Table
4x1 =
4
4x2 =
8
4x3 =
12
4x4 =
16
4x5 =
20
4x6 =
24
4x7 =
28
4x8 =
32
4x9 =
36
4 x 10 =
40
4 x 11 =
44
4 x 12 =
48
6x Table
5x1 =
5
6x1 =
6
5x2 =
10
6x2 =
12
5x3 =
15
6x3 =
18
5x4 =
20
6x4 =
24
5x5 =
25
6x5 =
30
5x6 =
30
6x6 =
36
5x7 =
35
6x7 =
42
5x8 =
40
6x8 =
48
5x9 =
45
5 x 10 =
50
6x9 =
54
5 x 11 =
55
6 x 10 =
60
5 x 12 =
60
6 x 11 =
66
6 x 12 =
72
7In
everything set them an example by doing 15
what is good. In your teaching show integrity,
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
7x Table
8x Table
7x1 =
7
8x1 =
8
7x2 =
14
8x2 =
16
7x3 =
21
8x3 =
24
7x4 =
28
8x4 =
32
7x5 =
35
8x5 =
40
7x6 =
42
8x6 =
48
7x7 =
49
8x7 =
56
7x8 =
56
8x8 =
64
7x9 =
63
8x9 =
72
7 x 10 =
70
8 x 10 =
80
7 x 11 =
77
8 x 11 =
88
7 x 12 =
84
8 x 12 =
96
9x Table
10x Table
9
10 x 1 =
10
9x2 =
18
10 x 2 =
20
9x3 =
27
10 x 3 =
30
9x4 =
36
10 x 4 =
40
9x5 =
45
10 x 5 =
50
9x6 =
54
10 x 6 =
60
9x7 =
63
10 x 7 =
70
9x8 =
72
10 x 8 =
80
9x9 =
81
10 x 9 =
90
9 x 10 =
90
10 x 10 =
100
9 x 11 =
99
10 x 11 =
110
9 x 12 =
108
10 x 12 =
120
9x1 =
11x Table
7In
12x Table
11 x 1 =
11
12 x 1 =
12
11 x 2 =
22
12 x 2 =
24
11 x 3 =
33
12 x 3 =
36
11 x 4 =
44
12 x 4 =
48
11 x 5 =
55
12 x 5 =
60
11 x 6 =
66
12 x 6 =
72
11 x 7 =
77
12 x 7 =
84
11 x 8 =
88
12 x 8 =
96
11 x 9 =
99
12 x 9 =
108
11 x 10 =
110
12 x 10 =
120
11 x 11 =
121
12 x 11 =
132
11 x 12 =
132
12 x 12 =
144
everything set them an example by doing 16
what is good. In your teaching show integrity,
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE FOUR
7In
everything set them an example by doing 17
what is good. In your teaching show integrity,
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose
you may be ashamed because they have nothing bad to say about us. Titus 2:7,8
MINISTRY OF EDUCATION 2009 CURRICULUM GUIDES
MATHEMATICS,
GRADE TWO
2
107
3
109
5
113
7
127
11
131
13
137
17
139
19
149
23
151
29
157
31
163
37
167
41
173
43
179
47
181
53
191
59
193
61
197
67
199
71
211
73
223
79
227
83
229
89
233
97
239
101
241
103
251
[Type text]
7In
everything set them an example by doing what is good. In your teaching show integrity,
seriousness 8and soundness of speech that cannot be condemned, so that those who oppose you
may be ashamed because they have nothing bad to say about us. Titus 2:7,8