Tekart Learning

MTC LESSON NOTES

FOR TERM I

P.4.

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SETS (Theme 1) set A is equivalent to set B

AB
Week I
N.B. <≠> means “not equivalent to”
Lesson 1 and 2

3. Equal sets
Review of types of sets.
These are sets with the same number of members which
are exactly the same.
A set is a collection of well defined members or elements.

Symbol: =
TYPES OF SETS (Review)

e.g. K = a, b, c, c L = b, a, c
1. Empty set or null set.
This is a set without any members.
Set K is equal to set L because they have the same
number and the same members.
Symbol: or Ф

K=L
e.g. Pupils in a class without heads.
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4. Disjoint sets
These are sets without any common members.
2. Equivalent sets
e.g. M = 6, 7, 8
These are sets with the same number of members but
the members may be different.
N = 2, 3, 4, 5

Symbol: 
Set M and set N don’t have any common members.
e.g. A = b,c,d,e B = 0, 1, 2, 3

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REF: Primary MTC Bk 4 pg 1 B = { 0, 1, 3, 4, 5}
- Understanding MTC bk 4 pg 1
- Primary MTC Bk 4 pg 9
- Primary school MTC bk 4 pg 1
UNION, INTERSECTION AND NUMBER OF MEMBERS Find:
a) P ∩ B = { 2, 3, 4, 5}
UNION SETS (Review)
This is a set which contains all the members in the given b) P U B = { 0, 1, 2, 3, 4, 5}
sets.
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N.B. Common members are written once.
5. A = {Banana, Orange}
Symbol: U B = {Apple, Orange}

e.g. Set P = { a, e, , o, u } Find:

Q = { 2, 4, 6, 8 } a) A ∩ B = { Orange}

Set P U Q = { a, e, , o, u, 2, 4, 6, 8 } b) A U B = { Banana, Orange, Apple }

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Week two lesson one
INTERSECTION SET (Review)
This set with the common members of the given set. NUMBER OF MEMBERS (Review)

Symbol: “∩” Symbol: n ( )

e.g. P = { 1, 2, 3, 4, 5 } Examples

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1. P = { a, b, c}
How many members are in set P. Members Members of
Of Set P P∩Q Set Q only
n(P) = 3 members. Only
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2. M = { days of the week }
Find n(M) Example:
Given P= {0, 2, 4, 6, 8}
M = {Mon, Tue, Wed, Thur, Fri, Sat, Sub} P= {1, 2, 3, 4, 5, 78}

Find: n(M) = 7 Find: P∩Q = { 2, 4}

A UB = {0, 1, 2, 3, 4, 5, 6, 7, 8 }
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REF: - Understanding Represent the sets on a Venn diagram.
- Primary MTC bk 4 pg 14 – 15
- Kenya Primary MTC Bk 4 4 pg 15 – 16 P Q
__________________________________________________________ 0 1
2
2 3 5
Week two lesson two 8 4 7

VENN DIAGRAM (Review)

Representing information on a Venn diagram: REF: MK bk 5 Pg 12

P Q Primary MTC for Uganda bk 4
Pg 60 – 62
MK Bk 4 Pg 11 – 14

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List down all members of Set;
A = { a, b, c, d, g}
Week two lesson three B = { c, g, d, e, f}
A∩B = {c, d, g}
Shading Venn Diagrams (Review)
A U B = { a, b, c, d, g, e, f }
Example: n(A∩B) = 3 members
A-B N-M
A B M N REF: MK Bk 5 pg 7
MK Bk 4 pgs 11 – 14

Week two lesson four

Difference of sets (Review)

A A B K L P P – Q means members of set P which are not in Set Q, that

Q Q is, members found in Set P only.
P Q P Q

AUB A∩B KUL P∩B

Getting information from a Venn Diagram (Review) P–Q Q–P

A B Example:
a c e
b g Given : P= {2, 3, 4, 6, 8, 9}
d f
Q= {1. 2, 5, 6, 7, 10}

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Example:
Find: P – Q = {3, 4, 8, 9}
Given; E = {all pupils in P.4}
Q – P = 1, 5, 7, 10} K = { all boys in P.4}
B = {all girls in P.4}

Example II Set B and set K are subsets of set E

M N Example
i a e If: D = {1, 2, 3, 4}
c b
g d T = {2, 4}
S = {1, 3}
K = {5, 6}
Find: M – N = {i, c, g}
T is a subset of D
N-M = { d, e}
(T C D)

Week two lesson five S is a subset of D

SUBSETS (S C D)
A subset is a small set got from the main set.
K is not a subset of D
Symbol: “C” (K ¢ D)
“¢” means not a subset of.

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Given: B = {s,t,v} Form subsets from set B

{ s }, { t }, { v }, { s, t}, {t, v }, {s, v}, {s, t, v}, { }

Find: M∩N = { a, e}
N.B. - An empty set is a subset of the main set. MUN = { a, b, c, d, e }
- A set itself is a subset of that set.
n(MUN) 5 Members
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Using a Venn diagram to represent a subset Q What is the relationship between P and
1 B B?
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2 5 B is a subset of P
Using a Venn diagram to represent subsets.
Q Find: P∩B = {3, 4}
P Set P is a subset of set Q
REF: MK Bk 4 pg 17 (old edition)
P cQ MK Bk 4 pg 17 (new edition)

Given: M = {a, b, c, d, e} __________________________________________________________

N = {a, e}

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Represent the sets on a Venn diagram.

M
b N
ae
c d

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6 4 2
Ones
Tens
Hundreds

:. The place value of 4 is Tens.

NUMERACY (theme 2) __________________________________________________________

Week three lesson one

Whole Numbers
Find the place value of each digit in 6738.
Place value and value of whole numbers (Review)
6 7 8 3
Ones
Thousands

Thousands

Tens
thousands

Hundreds
Hundred
Numeral

Hundreds
Thousands

Ones
Tens
Ten

:. The place value of 6 is Thousands

7041 7 0 4 1
24,678 2 4 6 7 8 The place value of 7 is Hundreds
132,407 1 3 2 4 0 7 The place value of 3 is Tens
The place value of 8 is Ones
Finding the place value of the given digits.

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What is the place value of 4 in 642?

REF: - Primary School MTC Bk 4 pg 8

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- Learning MTC Bk 4 pg 5 H T O
- MK Bk 4 pg 20 (Old edition) 4 3 2
__________________________________________________________ 2x1 = 2
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REF: MK Bk 4 pg 20
Learning MTC Bk 4 pg 6
Week three lesson two Primary Science MTC Bk 4 pg 8

Value of wholes(Review)
Week three lesson three
Value = digit x place value
Application of values and place values
Find the value of each of the digits in 672
H T O Example:
6 7 2
2x1 = 2 Find the sum of the value of 2 and 3 in the number 623.
7 x 10 = 70
6 x 100 = 600 H T O
__________________________________________________________ 6 2 3
3x1 = 3
Find the value of 0 in 6042
2 x 10 = +20
23
6 0 4 2
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0 x 100 = 0
What is the sum of the place value of 6 and 2 in the
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number 632?
What is the value of 2 in 432? H T O

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6 3 2
Ones = 1

Hundreds = + 100
101
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Week three lesson four

Find the product of the value of 2 and place value of 3 in Writing whole numbers in words(Review)-up to thousands
362.
1. Write 6438 in words.
H T O Thousands Hundreds Units
3 6 2 6 4 38
2x1 = 2
6438 → Six thousand four hundred thirty eight.
Hundreds = 100
= 2 x 100
2. Write 14,008 in words
= 200 Thousands Hundreds Units
__________________________________________________________ 14 0 08

The place value of 2 is tens. What is its value.

14,008→ Fourteen thousand eight.
Value = Digit x Place value
= 2 x 10
= 20 3. Express 240,402 in words
__________________________________________________________ Thousands Hundreds Units

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240 4 02 __________________________________________________________

240,402 → Two hundred forty thousand four REF: Understanding MTC bk 4 pg 13

Hundred two. Primary School MTC BK 4 PG 8
Learning MTC bk 4 pg 6
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MK Bk 4 pg 23
REF: MK Bk 4 pg 22
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Learning MTC Bk 4 pg 6
Understanding MTC Bk 4 pg 11
Week four lesson one

Week three lesson five

Writing in figures (Review) Writing numerals in expanded form(Review)

Write “three thousand six hundred in figures”.
Expand 3485 using place values
Three thousand 3000
3485 = (3 x 1000) + (4 x 100) + (8 x 10) + (5 x 1)
Six hundred +600
3600

__________________________________________________________ Expand 3485 using values

Write in figures; “Sixty thousand five hundred twenty. 3485 = 3000 + 400 + 80 + 5

Sixty thousand 60000

Five hundred 500 Expand: 46,246
Twenty + 20 46,246 = 40,000 + 6000 + 200 + 40 + 5
60,520 __________________________________________________________

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REF: - MK Bk 4 pg 23
- Learning MTC Bk 4 pg 6 REF: - Learning MTC Bk 4 pg 6
- Understanding MTC Bk 4 pg 14 - Understanding MTC bk 4 pg 4
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Week four lesson two Week four lesson three
Writing the expanded numbers in short. (Review)

ROMAN NUMBERALS (Review) – up to one hundred.

Find the number which has been expanded to get;
1. 4000 x 200 x 40 x 7 4000 Basic Roman Numerals are;
200 1=I 50 = L 1000 = M
40 5=V 100 = C
+ 7 10 = X 500 = D
4347
Roman numerals from 1 to 1000
2. (5 x 100) + (6 x 1000)+ (4 x 1)
500 + 6000 + 4
Hindu Roman Hindu Roman
6000 Arabic numeral Arabic numeral
500 1 I 8 VIII
+ 4 2 II 9 IX
6504 3 III 10 X
4 IV 50 L
3. (9 x 10000) + (4 x 1000) + (7 x 10) 5 V 100 C
90000 + 4000 + 70 6 VI 500 D
7 VII 1000 M
90000
4000
+ 70
Roman numerals got by repeating 1 and X;
94070

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90 = (10 subtracted from 100)
Examples: 2 = 1+1 = II = XC
3 = 1+1+1 = III
20 = 10 + 10 = XX 400 = (100 subtracted from 500)
30 = 10+10+10 = XXX = CD
300 = 100+100+100= CCC
900 = (100 subtracted from 1000)
= CM
Roman numerals got by adding.
REF: MK Bk 4 pg 32
6 = 5+1 7 = 5+2 Primary MTC for Uganda Bk 4 pg 14-17
= V+I = V + II __________________________________________________________
= VI = VII Week four lesson four
60 = 50 + 10 700 = 500 + 200
= L + X = D + CC Expressing Roman numerals into Hindu Arabic
= LX = DCC numbers.

Roman numerals got by subtracting from 5, 50, 100, Convert the following to Hindu Arabic numerals:
500 and 1000:
1. XIV = X + IV
4 = (1 subtracted from 5) = 10 + 4
= IV = 14

2. XXXIX = XXX + IX
40 = (10 subtracted from 50) = 30 + 9
= XL = 39

3. XLV = XL + V

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= 40 + 5
= 45 Topical questions: MK Bk 4 pg 35
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4. XCVIII = XC + VIII
Week five lesson two
= 90 + 8
= 98
OPERATION ON NUMBERS
5. DCCVII = DCC + VII
= 700 + 7 Addition:
= 707
Words used in addition include; Sum, Total, Increase,
REF: - MK Bk 4 pg 34 Altogether, Add, e.t.c.
- Primary MTC for Uganda Bk 4 pg 17
Examples:
Week four lesson five 1. Find the sum of;

Writing Hindu Arabic in Roman numerals

a) 7464 b) 146708
Examples
1. Change 25 into Roman numerals +4425 + 52614
25 = 20+5 11 8 8 9 199322
= XX +V
= XXV
[Link] 49 in Roman numerals 2. There are 469 goats, 943 cows and 6401 chicken on the
49 = 40+9
farm. How many animals are there altogether?
= XL + IX
=XLIX
REF: - MK Bk 4 pg 34 469
- Primary MTC for Uganda Bk 4 pg 17 943
__________________________________________________________ +6401
Week five lesson one 7813

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- 36
:. There are 7813 animals altogether. 107

REF: - Primary MTC for Uganda Bk 4 pg 23 4. Okot had Shs. 630. He bought a toy car for Shs. 560.
- MK Bk 4 pg 38 How much money remained?
- Primary School MTC bk 4 pg 14 Sh. 6 3 0
- Sh. 5 6 0
Sh. 0 7 0
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REF: - Primary MTC Bk 4 pg 30
Week five lesson three - Primary MTC for Uganda bk 4 pg 20-32
- Understanding MTC Bk 4 pg 18-25
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Subtraction of wholes numbers
Week five lesson four
Words used include; Reduce, Decrease, Difference, e.t.c.
Multiplication of wholes.
1. Subtract:
Multiplying of a 3/2 digit number by 1 digit number.
a) 8432 b) 532867
- 4732 - 314658
1. 1 3 2. 43 3. 12 0
3700 218209
x 2 x 4 x 5
2 6 172 600
2. Subtract 94 from 342.
342
REF: Primary MTC for Uganda bk 4 pg 36
- 94
MK Bk 4 pg 46
248
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3. What is the difference of 143 and 36?
Week five lesson five
143
Multiplying numbers by 10 and 20.

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2. 4 2 2. 54 3. 32 e.g. 13 x 12
x1 0 x1 0 x2 0 1 3 X
42 0 540 640 0 0
1
1 3
REF: MK bk 4 pg 50 0 0
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1 2 6 2

5 6

Week six lesson one

= 156
Multiplying 2-digit numbers by 2 digit numbers

1. 1 3 OR; 1 3 REF: Primary MTC for Uganda bk 4 pg 40

x 1 2 1 2 → 10 + 2 MK Bk 4 pg 50
0 2 6 (13 x 10) + (13 x 2) Understanding MTC BK 4 pg 26-30
1 3 0 30 + 26 __________________________________________________________
1 5 6 130
+26 Week six lesson three
156

2. 4 5 4 5
MULTIPLICATION OF NUMBERS ON A NUMBERLINE
x1 2 x 1 2 → 10 + 2
09 0 45 x 10 450 E.g.
45 0 45 x 2 +90
540 540 1. 3 x 4

Week six lesson two 4 + 4 + 4

Multiplying using lattice method:

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0 1 2 3 4 5 6 7 8 9 10 11 12 06 2 4
2x3= 0 6 3 6
08 4 8
= 12 4x2= 08 5 10
00 6 12
7 14
8 16
2. 4 x 3
9 18

3 + 3 + 3 + 3 Exp: 2 Share 570/= among 5 girls

114 x 2
5 570 0 0
0 1 2 3 4 5 6 7 8 9 10 11 12 1 x 5=5 1 5
07 2 10
1x5= 0 5 3 15
20 4 20
= 12 4x5= 20 5 25
00 6 30
7 35
8 40
Week six lesson four 9 45
Divisions of 3 digit numbers by one digit = 114
Week six lesson five
Use of long division
DIVISIBILITY TEST
Exp: 1 468 ÷ 2
Divisibility test of 2:
234 x 2
2 468 0 0 A number is divisible by 2 when the last digit is even.
2 x 2=4 1 2
e.g. 50, 22, 94,108, etc.

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D - Division
M - Multiplication
Divisibility test of 3:
A - Addition
A number is divisible by 3 when the sum of digits is S - Subtraction
divisible by 3.
Exp. 1. Work out: 4 + 1 – 2
e.g. a) 21 b) 144 = (4 + 1) – 2
= 5–2
= 2+1 = 1+4+4
= 3
= 3 = 9
2.
Simplify: 4+2+5
= 3÷3 = 9÷3 = 4 + (2 x 5)
= 1 = 3 = 4 + 10
= 14
Week seven lesson two
Properties of zero:
Divisibility test of 5:
1. 0 x 0 = 0
A number is divisible by 5 when the last digit is 5 or 0.
2. Zero multiplied by any number gives 0.
e.g. 95, 240,
i.e. 0 x 25 = 0 kx0=0
Week seven lesson one 7x0 = 0

INTRODUCTION OF COMBINED OPERATIONS 3. Zero added to any number gives the number to itself.
i.e. 0 + 40 = 40
Use BODMAS
8 + 0 = 8
B - Brackets
O - Of 4. Any number to the power of zero gives one.

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i.e. 40 = 1 Exp. Given the magic square below, find the values of the
1000 = 1 letters.

5. Zero divided by any number gives zero.

i.e. 0 ÷ 5 = 0
6 a 8
0 = 0
21 b 5 c
2 d 4
Properties of one:

1. Any number multiplied by one give the number itself. Magic number = 2+5+8
i.e. 1 x 20 = 20 = 15
y x 1 = y
0x1 = 0 a = 15 – (8 + 6)
2. Any number divided by one except zero gives the same = 15 – 14
number.
= 1
i.e. 4 = 4
1
y÷ 1= y Week seven lesson four
ARRANGING NUMBERS IN ASCENDING OR
Week seven lesson three DESCENDING ORDER.

Magic square: Ascending order (from small to big)

Identify the sum or magic number. 1. 10, 25, 8, 125

8, 10, 25, 125

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The highest is 5421
2. 75, 38, 146, 238
38, 75, 146, 238 Week eight lesson one
Estimating number
Descending order (from big to small) Examples to tens:
1. 23 ≈ 20
1. 68, 29, 180, 140 2. 46 ≈ 50
180, 140, 68, 28
3. 125 ≈ 130
2. 758, 587, 857, 875
875, 857, 758, 587 Examples to hundreds:
1. 142 ≈ 100
Week seven lesson five
FORMING NUMBERS FROM GIVEN DIGITS UP TO 2. 361 ≈ 400
THOUSANDS
N.B. Use a number line.
Examples:

1. 1, 3, 2
123, 132, 213, 231, 312,321

2. 2, 5, 1, 4: Rounding off:
Find the smallest and highest number formed.
1. Round off to the nearest tens:
1245, 1254, 1425, 1452, 1524, 1542, 5421,
a) 47 T O
The smallest is 1245 4 7

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+ 1 0 e.g. A = 5x5
5 0 47 ≈ 50 = 52

b) 63 T O a) 42 = 4x4
6 3 = 16
+ 0 0
6 0 63 ≈ 60 b) 102 = 10 x 10
= 100
2. Round off to the nearest hundreds.
a) 349 H T O c) 32 = 3x3
3 4 9
= 9
+ 0 0 0
3 0 0 349 ≈ 300
d) 52 = 5x5
b) 473 H T O
= 25
4 7 3
+ 1 0 0
5 0 0 473 ≈ 500

Week eight lesson two Week eight lesson three

INTRODUCTION TO POWERS / INDICES
Using the formula for area of a square: NUMBER PATTERNS AND SEQUENCE

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A multiple is a product got after multiplying factors.

6 is a multiple of 2 since 2 x 3 = 6 where 2 and 3 are 1. List down 7 multiples of 6 and 3

factors.
M6 = {6,12,18,24,30,42...}

M3= {3,6,9,12,15,18,21}
18 is a multiple of 1, 3, 6, 9 and 2 since
__________________________________________________________
1 x 18 = 18

2x9 = 18 2. Find the Common multiples from the above set of

multiples.
3x6 = 18

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3. Find the L.C.M. of 3 and 6
List down all the multiples of 5 less than 27.
The L.C.M of 3 and 6 is 6
M5 = (1 x 5), (2 x 5), (3 x 5), (4 x 5), (5 x 5)
__________________________________________________________
= 5 10 15 20 55 REF: MK Bk 4 pg 67
Understanding MTC bk 4 pg 101
.: M5 = {5, 10, 15, 20, 25} Learning MTC Bk 4 pg 19
REF: Learning MTC bk 4 pg __________________________________________________________

MK Bk 4 pg 67

__________________________________________________________

Week eight lesson four Week eight lesson five

Finding the Lowest Common Multiples

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FACTORS Week nine lesson one

Example GREATEST COMMON FACTORS

1. List down all the factors of 6. Find the G.C.F. of 12 and 15
1x6 = 6 F12 F15
2x3 = 6
1 X 12 1 X 15
F6 = {1, 2, 3, 6} 2X6 3X5
3X4
2. List down all the factors of 12. F12 = {1, 2, 3, 4, 6, 12} F15 = {1, 3, 5, 15}
G.C.F. = 3
1 x 12 = 12
2x6 = 12 __________________________________________________________
3x4 = 12 REF: MK Bk 5 pg 82
F12= {1, 2, 3, 4, 6,12} Week nine lesson two

OF TYPES NUMBERS
3. List down all the factors of 48.
1. Whole numbers
1 x 48 = 48 These start from 0: {0, 1,2,3,4,5,6,7........}
2 x 24 = 48
3 x 16 = 48 2. Counting numbers
4 x 12 = 48 Start from one: {1, 2,3,4,5,6,7,8....}
6 x 8 = 48 3. Even numbers
F12= {1, 2, 3, 4, 6, 8, 12, 16, 24, 48} These are numbers which are exactly divisible by 2 or a
number when divided by 2 leaves 0 as a remainder.
{2, 4, 6, 8, 10,….}
REF: MK Bk 4 pg 73 N.B. The first even number is 2.
__________________________________________________________ __________________________________________________________
REF: MK Bk 4 pg 60

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Supplementary MTC Bk 4 pg +4
Learning MTC Bk 4 pg 17 +4 +4 +4 +4 +4 +4 22
__________________________________________________________
4. Odd numbers 2. What is the next number in the sequence?
These are numbers which are not exactly divisible by 2
or when divided by 2 leave a remainder as one. 21, 18, 15, 12, 9 i.e. 12
- 3
Example: {3, 5, 7,9,11,13,15,17 ...} -3 -3 -3 -3 -3 9

5. Prime numbers
A prime number is a number which has only two 3. Find the missing number.
factors, that is, one and itself.
2, 3, 5, 7, 11 (Prime numbers)
Prime numbers less than 50 are:
{2,5,7, 11, 13, 17, 19, 23, 29, 31, 37,41, 43, 47 }
4. Find the missing number;
64, 32, 16, 8, ____________
6. Composite numbers
5. Find the next number.
These are numbers that have more than two factors.
1, 3, 9, 27, ______________
Example: {4,6,8,9,10,12,14,15,......}

REF: Understanding MTK Bk 4 pg 38

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__________________________________________________________
REF: Supplementary MTC bk 4 pg
__________________________________________________________
ALGEBRA
SEQUENCE Week two lesson one
1. What is the next number in the sequence? Addition and subtraction of letters

2, 6, 10, 14, 18, 22 i.e. 18 1. Add: (2y + 3y) + 4y

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= 5y + 4y
= 9y
Week four lesson one
2. Subtract: 10k – k Substitution
= 10 k – 1k Substitution means to replace:
= 9k 1. If x = 3, y = 4 and z = z = 5, Find the value of
= x+y+z
= (3 + 4) + 5
REF: MK Bk 4 pg 248 = 7+5
Understanding MTC Bk 4 pg 157 = 12
Learning MTC Bk 4 pg 102
2. If h = 12, find the value of 5h
5h means 5xh
Week three lesson one = 5x2
= 10
Collecting like terms
1. Collect like terms: 4x + 8y + 2x + 5y
= (4x + 2x) + (8y + 5y) REF: MK Bk 4 pg 253 – 254
= 6x + 13y Learning MTC bk 4 pg 102 – 103

2. Collect like terms: 9m + 7n – 2m – 3n Week five lesson one

= (9m – 2m) + (7n – 3n) Solving equations involving addition
= 7m + 4n
1. Find the missing number
+ 3 = 9
REF: MK Bk 4 pg 252 + 3-3 = 9-3
Understanding MTC Bk 4 pg 156 = 6

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x + 3 = 7
:. The missing number is 6 x + 3-3 = 7–3
x = 4
:. He
had 4
2. Solve for k books.
K+4 = 9 If 3 + m = 8
K + 4-4 = 9–4 What is m?
K = 5 3 + m = REF: MK Bk 4 pg 257
8 Understanding MTC Bk 4 pg 159
3–3+m =
8–3 Week seven lesson one
m =
5 Equations involving subtraction

1. If -4 = 6, Find the value of what is in the

REF: MK Bk 4 pg 246 – 247 box
Understanding MTC Bk 4 pg 159 -4 = 6,
- 4+4 = 6+4
= 10
Week six lesson one :. The value of what is in the box is 10.
Forming and solving equations with addition 2. Solve for m:
Wamala had some books. He got 3 more books. Altogether m–3 = 2
he had 7 books. How many books did he have before? m – 3+3 = 2+3
8 - 159 m = 5
Let the books he had be x.
REF: MK Bk 4 pg 247

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Forming and solving equations with subtraction 2. If 3P = 21, Find P

Mulloli had some goats. When he sold them he remained 3P = 21
with 9 goats. How many goats had he before?
3P = 21
3 3
Let the number of goats he had be g.
g – 5 = 9 P = 7
g - 5+5 = 9+5 REF: MK Bk 4 pg 225
g = 14 Understanding MTC Bk 4 pg 160
:. He
had 14 goats. Forming equations with multiplication
There are 4 groups in a class. Each group has the same
REF: MK Bk 4 pg 258 number of pupils. Altogether there are 40 pupils. How
many pupils are in each group?

Week eight lesson one Let the pupils in each group be c.

Equations involving multiplication 4xc = 40

4c = 40
1. If x 3 =12, What is in the box?
4 4
x 3 =12 C = 10
x 3÷3=12÷3
x 1 = 4 :. Each group has 10 pupils.
= 4
REF: MK Bk 4 pg 259
:. The box has got 4
Week nine lesson one

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Equations involving division
REF: MK Bk 4 pg 256
3. If ÷2 = 4, What is in the box?
÷2 = 4 Forming equations involving division
÷ 2x2 = 4x2 Nakandi had some balls. She divided them into 4 groups. If
÷ 1 = 8
there were 12 balls in each group, how many balls did she
= 8
have altogether?

:. The box has got 8

Let the balls she had be b.
4. Solve for x:
b÷4 = 12
x ÷ 3 = 6
b÷4x4 = 12 x 4
x = 6
b = 48
3 1
xx1 = 3x6
:. She had 48 balls altogether.
x = 18
Week ten lesson one

Equations involving more than one operation

5. a/2 = 3 1. Solve for y. 2. Solve for m
a = 3 2y + 5 = 17 3m – 9
2 1
= 12
ax1 = 2x3
a = 6

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2y + 5- 5 = 17-5 3m – 9+9 A ray is a line with one end point.
= 12 + 9
2y = 12 3m
= 21
2y = 12 3m A line segment has two end points.
= 21
A line segment is named by its end points
2 2 3
3 __
A B AB
y = 6 m
= 7
Parallel lines

REF: MK Bk 5 Pg 278 – 279 End Parallel lines are lines which do not meet.
They have the same distance apart at every point.
of Algebra
A
GEOMETRY B
Week two lesson one C
REF: MK BK 5 PG 175
Drawing line segments using rulers.
Week three lesson one
LINES
Naming lines, rays and line segments.
A line is a set of points illustrated as
Lines are named according to the points through which
they pass.

Ray Name the following: ___

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Line AB or AB - A sharp pencil
A B - A ruler
- A pair of compasses
Ray AB or AB -
Example:
A B
Draw a line segment of length 3 cm.

Procedure:
A B Line segment AB
- Draw a line of any length
- Mark a point at the beginning of the line.
- Place a ruler on the marked point such that the point
Drawing rays and lines
is marked “0” cm on t he ruller is a marked point on
Example the paper.
- Measure 3 cm.
Draw ray AB

3 cm

A B
Measuring line segments
Draw line CD
Instruments used:

C D - Ruler

Drawing line segments of given length

Instruments to use:

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Example:

Measure line AB - It has 4 equal sides

- It has 4 lines of symmetry.

2. Rectangle
A B
- It has 4 sides
Procedure: - Opposite sides are equal
- Has two lines of symmetry
- Place the ruler at A such that the point marked 0cm
is at point A.
- Take the reading which corresponds with point B, 3. Rhombus
i.e., - It has 4 equal sides
- It has 2 lines of symmetry.
- AB = 5cm

REF: Understanding MTC Bk 4 pg 7

4. Parallelogram
- It has 4 sides
- Opposite sides are equal and
Week four lesson one
parallel
Drawing and naming quadrilaterals. - Has one line of symmetry.

These are 4 sided figures e.g. squares, rectangles,

rhombus, parallelograms, kites, trapeziums, etc.
5. Trapezium
1. Square

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D= rx2

e.g. Find the diameter of circle whose radius is 5cm

6. Kite Diameter = rx2
= 5 cm x 2
= 10 cm
- Opposite sides are equal
- Has one line of symmetry
1. Finding radius when diameter is given.
R= D÷2

e.g. Find the radius of circle whose diameter is 14cm

REF: MK BK 5 pg 184.
Radius = D÷2
Understanding MTK bk 4 pg = 14 cm ÷ 2
= 7 cm
Week five lesson one
Week seven lesson one
Parts of a circle.
Drawing circles using a ruler and a pair of compass.
K PK - Chord Exp. Construct a circle of radius 3cm.
P XO - Radius ▪ Draw a line and mark a point to be the
XY - Diameter centre of the circle.
X O Y Shaded part- Sector ▪ Open the compass to radius of 3cm.
Dotted part - Quadrant ▪ Draw a circle round the centre.

3cm

Week six lesson one Week eight lesson one

Finding diameter when radius is given.
Types of angles:

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1. Acute angle: ▪ Place the protractor such that its centre is on the
It is an angle which measures between 00 and 900. point marked on the line.
e.g. 300, 450, 150, 890, etc. ▪ Take the reading starting from zero clockwise.
900
2. Right angle:
It is an angle measuring exactly 900.

Symbol used: 00 1800

Right angle

2. Using inner scale.

3. Obtuse angle. Procedure:
It is an angle which measures more than 900 but less ▪ Draw a line
than 1800. ▪ Mark a point on the line
▪ Place the protractor such that its centre is on the
4. Reflex angle. point marked on the line.
It is an angle which measures more than 1800 but less ▪ Take the reading starting from zero anticlockwise.
than 3600. 900
e.g. 1850, 2400, 3500, etc.

REF: MK BK 5 pg 193.
1800 00
Week nine and ten
Drawing and measuring angles using a protractor.
REF:
1. Using outer scale.
Procedure: MK Mathematics Bk 5 pg 195
▪ Draw a line
▪ Mark a point on the line Understanding MTC BK 4 pg 87.

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