GREENHILL ACADEMY

MTC LESSON NOTES

FOR TERM I, 2013

P.4.

1
 Week one lesson four set A is equivalent to set B
AB
SETS N.B. <≠> means “not equivalent to”

Review of types of sets. 3. Equal sets

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

TYPES OF SETS (Review) Symbol: =

1. Empty set or null set. e.g. K = a, b, c, c L = b, a, c

This is a set without any members.
Set K is equal to set L because they have the same
Symbol: or Ф number and the same members.

e.g. Pupils in a class without heads. K=L

__________________________________________________________
__________________________________________________________
4. Disjoint sets
2. Equivalent sets These are sets without any common members.
These are sets with the same number of members but e.g. M = 6, 7, 8
the members may be different.
N = 2, 3, 4, 5
Symbol: 
e.g. A = b,c,d,e B = 0, 1, 2, 3 Set M and set N don’t have any common members.

2
 REF: Primary MTC Bk 4 pg 1
- Understanding MTC bk 4 pg 1 e.g. P = { 1, 2, 3, 4, 5 }
- Primary MTC Bk 4 pg 9 B = { 0, 1, 3, 4, 5}
- Primary school MTC bk 4 pg 1

Week one lesson five.

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.
__________________________________________________________
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 }

__________________________________________________________
__________________________________________________________

INTERSECTION SET (Review)

This a set with the common members of the given set.

Symbol: “∩”

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Week two lesson one. Week two lesson two.
NUMBER OF MEMBERS (Review) VENN DIAGRAM (Review)

Symbol: n( ) Representing information on a Venn diagram:

P Q
Examples
1. P = { a, b, c} Members Members of
How many members are in set P. Of Set P P∩Q Set Q only
only
n(P) = 3 members. Example:
__________________________________________________________ Given P= {0, 2, 4, 6, 8}
2. M = { days of the week } P= {1, 2, 3, 4, 5, 78}
Find n(M)
Find: P∩Q = { 2, 4}
M = {Mon, Tue, Wed, Thur, Fri, Sat, Sub} A UB = {0, 1, 2, 3, 4, 5, 6, 7, 8 }
Represent the sets on a Venn diagram.
Find: n(M) = 7
P Q
__________________________________________________________ 0 1
2
REF: - Understanding 2 3 5
- Primary MTC bk 4 pg 14 – 15 8 4 7
- Kenya Primary MTC Bk 4 4 pg 15 – 16
__________________________________________________________
REF: MK bk 5 Pg 12
Primary MTC for Uganda bk 4
Pg 60 – 62MK Bk 4 Pg 11 – 14

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

Week two lesson five.

A A B K L P Difference of sets (Review)

Q Q
P – Q means members of set P which are not in Set Q, that
is, members found in Set P only.
P Q P Q
AUB A∩B KUL P∩B

Week two lesson four.

P–Q Q–P
Getting information from a Venn Diagram (Review)
Example:
A B Given : P= {2, 3, 4, 6, 8, 9}
a c e
b g
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 three lesson one.
SUBSETS S is a subset of D
A subset is a small set got from the main set. (S C D)

Symbol: “C” K is not a subset of D

“¢” means not a subset of. (K ¢ D)

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__________________________________________________________

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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
__________________________________________________________ __________________________________________________________
Using a Venn diagram to represent a subset Q What is the relationship between P and
1 B B?
34
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}

__________________________________________________________

Represent the sets on a Venn diagram.

M
b N
ae
c d

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Week three lesson two.
NUMERACY.

Whole Numbers Find the place value of each digit in 6738.

Place value and value of whole numbers (Review) 6 7 3 8

Ones
Tens
Thousands

Thousands
thousands

Hundreds
Hundreds
Hundred
Numeral

Thousands

Ones
Tens
Ten

:. The place value of 6 is Thousands

7041 7 0 4 1 The place value of 7 is Hundreds
24,678 2 4 6 7 8
The place value of 3 is Tens
132,407 1 3 2 4 0 7
The place value of 8 is Ones
Finding the place value of the given digits.
__________________________________________________________
What is the place value of 4 in 642?
REF: - Primary School MTC Bk 4 pg 8
6 4 2 - Learning MTC Bk 4 pg 5
Ones - MK Bk 4 pg 20 (Old edition)
Tens __________________________________________________________
Hundreds

:. The place value of 4 is Tens.

__________________________________________________________

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 Learning MTC Bk 4 pg 6
Week three lesson three. Primary Science MTC Bk 4 pg 8

Value of wholes(Review) Week three lesson four.

Application of values and place values
Value = digit x place value
Find the value of each of the digits in 672 Example:
H T O
6 7 2 Find the sum of the value of 2 and 3 in the number 623.
2x1 = 2
7 x 10 = 70 H T O
6 x 100 = 600 6 2 3
__________________________________________________________ 3x1 = 3
2 x 10 = +20
Find the value of 0 in 6042
23
__________________________________________________________
6 0 4 2

What is the sum of the place value of 6 and 2 in the

0 x 100 = 0
number 632?
__________________________________________________________
H T O
What is the value of 2 in 432? 6 3 2
H T O Ones = 1
4 3 2
2x1 = 2 Hundreds = + 100
__________________________________________________________ 101
REF: MK Bk 4 pg 20 __________________________________________________________

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 Week three lesson five.
Find the product of the value of 2 and place value of 3 in
362. Writing whole numbers in words(Review)-up to thousands

H T O 1. Write 6438 in words.

3 6 2 Thousands Hundreds Units
2x1 = 2 6 4 38

Hundreds = 100 6438 → Six thousand four hundred thirty eight.

= 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 3. Express 240,402 in words
= 2 x 10 Thousands Hundreds Units
= 20 240 4 02
__________________________________________________________
240,402 → Two hundred forty thousand four
hundred two.

__________________________________________________________
REF: MK Bk 4 pg 22
Learning MTC Bk 4 pg 6
Understanding MTC Bk 4 pg 11

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Week four lesson one. Week four lesson two.
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
__________________________________________________________ 3485 = 3000 + 400 + 80 + 5
Write in figures; “Sixty thousand five hundred twenty.

Sixty thousand 60000 Expand: 46,246

Five hundred 500 46,246 = 40,000 + 6000 + 200 + 40 + 5
Twenty + 20 __________________________________________________________
60,520
REF: - MK Bk 4 pg 23
__________________________________________________________ - Learning MTC Bk 4 pg 6
- Understanding MTC Bk 4 pg 14
REF: Understanding MTC bk 4 pg 13 __________________________________________________________
Primary School MTC BK 4 PG 8
Writing the expanded numbers in short. (Review)
Learning MTC bk 4 pg 6
MK Bk 4 pg 23 Find the number which has been expanded to get;
__________________________________________________________ 1. 4000 x 200 x 40 x 7 4000
200
40
+ 7
4347

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2. (5 x 100) + (6 x 1000)+ (4 x 1) Roman numerals from 1 to 1000
500 + 6000 + 4
6000 Hindu Roman Hindu Roman
500 Arabic numeral Arabic numeral
+ 4 1 I 8 VIII
6504 2 II 9 IX
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
90000 7 VII 1000 M
4000
+ 70 Week four lesson four.
94070
Roman numerals got by repeating 1 and X;
REF: - Learning MTC Bk 4 pg 6
- Understanding MTC bk 4 pg 4 Examples: 2 = 1+1 = II
__________________________________________________________ 3 = 1+1+1 = III
20 = 10 + 10 = XX
Week four lesson three. 30 = 10+10+10 = XXX
300 = 100+100+100= CCC
ROMAN NUMBERALS (Review) – up to one hundred.
Roman numerals got by adding.
Basic Roman Numerals are;
1=I 50 = L 1000 = M 6 = 5+1 7 = 5+2
5=V 100 = C = V+I = V + II
10 = X 500 = D = VI = VII

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60 = 50 + 10 700 = 500 + 200 Week four lesson five.
= L + X = D + CC
= LX = DCC Expressing Roman numerals into Hindu Arabic
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
90 = (10 subtracted from 100)
= 40 + 5
= XC = 45

400 = (100 subtracted from 500) 4. XCVIII = XC + VIII

= CD = 90 + 8
= 98
900 = (100 subtracted from 1000)
= CM 5. DCCVII = DCC + VII
= 700 + 7
= 707
REF: MK Bk 4 pg 32
Primary MTC for Uganda Bk 4 pg 14-17 REF: - MK Bk 4 pg 34
__________________________________________________________ - Primary MTC for Uganda Bk 4 pg 17
__________________________________________________________
Topical questions: MK Bk 4 pg 35

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__________________________________________________________ REF: - Primary MTC for Uganda Bk 4 pg 23
- MK Bk 4 pg 38
Week five lesson one. - Primary School MTC bk 4 pg 14

OPERATION ON NUMBERS Week five lesson two.

Addition: Subtraction of wholes

Words used in addition include; Sum, Total, Increase,
Altogether, Add, e.t.c. Words used include; Reduce, Decrease, Difference, e.t.c.
1. Subtract:
Examples: a) 8432 b) 532867
1. Find the sum of; - 4732 - 314658
3700 218209
a) 7464 b) 146708 2. Subtract 94 from 342.
+4425 + 52614 342
11 8 8 9 199322 - 94
248
3. What is the difference of 143 and 36?
2. There are 469 goats, 943 cows and 6401 chicken on the 143
farm. How many animals are there altogether? - 36
107
469
943 4. Okot had Shs. 630. He bought a toy car for Shs. 560.
+6401 How much money remained?
7813 Sh. 6 3 0
- Sh. 5 6 0
:. There are 7813 animals altogether. Sh. 0 7 0

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 1. 1 3 OR; 1 3
REF: - Primary MTC Bk 4 pg 30 x 1 2 1 2 → 10 + 2
- Primary MTC for Uganda bk 4 pg 20-32 0 2 6 (13 x 10) + (13 x 2)
- Understanding MTC Bk 4 pg 18-25 1 3 0 30 + 26
__________________________________________________________
1 5 6 130
+26
Week five lesson three.
156

Multiplication of wholes. 2. 4 5 4 5
Multiplying of a 3/2 digit number by 1 digit number. x1 2 x 1 2 → 10 + 2
09 0 45 x 10 450
1. 1 3 2. 43 3. 12 0 45 0 45 x 2 +90
x 2 x 4 x 5 540 540
2 6 172 600

REF: Primary MTC for Uganda bk 4 pg 36 Multiplying using lattice method:

MK Bk 4 pg 46
__________________________________________________________ e.g. 13 x 12
Multiplying numbers by 10 and 20. 1 3 X
2. 4 2 2. 54 3. 32 0 0
1
x1 0 x1 0 x2 0 1 3
42 0 540 640 0 0
1 2 6 2
REF: MK bk 4 pg 50 5 6
__________________________________________________________

Multiplying 2-digit numbers by 2 digit numbers = 156

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REF: Primary MTC for Uganda bk 4 pg 40 2. 4 x 3
MK Bk 4 pg 50
Understanding MTC BK 4 pg 26-30 3 + 3 + 3 + 3
__________________________________________________________

0 1 2 3 4 5 6 7 8 9 10 11 12
Week five lesson four.
= 12

MULTIPLICATION OF NUMBERS ON A NUMBERLINE

Week five lesson five.
E.g. Divisions of 3 digit numbers by one digit
1. 3 x 4 Use of long division

4 + 4 + 4 Exp: 1 468 ÷ 2

234 x 2
2 468 0 0
2 x 2=4 1 2
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
9 18

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Exp: 2 Share 570/= among 5 girls e.g. a) 21 b) 144

114 x 2 = 2+1 = 1+4+4

5 570 0 0
1 x 5=5 1 5 = 3 = 9
07 2 10
1x5= 0 5 3 15 = 3÷3 = 9÷3
20 4 20
= 1 = 3
4x5= 20 5 25
00 6 30 Divisibility test of 5:
7 35
8 40 A number is divisible by 5 when the last digit is 5 or 0.
9 45
= 114 e.g. 95, 240,
DIVISIBILITY TEST
Week six lesson one.
Divisibility test of 2: INTRODUCTION OF COMBINED OPERATION USE
BODMAS
A number is divisible by 2 when the last digit is even.
B - Brackets
e.g. 50, 22, 94,108, etc. O - Of
D - Division
M - Multiplication
Divisibility test of 3: A - Addition
S - Subtraction
A number is divisible by 3 when the sum of digits is
divisible by 3. Exp. 1. Work out: 4 + 1 – 2
= (4 + 1) – 2
= 5–2
= 3

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 i.e. 0 ÷ 5 = 0
2. Simplify: 4+2+5 0 = 0
= 4 + (2 x 5) 21
= 4 + 10
= 14 Properties of one:

Week six lesson two. 1. Any number multiplied by one give the number itself.
i.e. 1 x 20 = 20
Properties of zero: y x 1 = y

1. 0 x 0 = 0 0 x 1 = 0

2. Zero multiplied by any number gives 0. 2. Any number divided by one except zero gives the same
number.
i.e. 0 x 25 = 0 kx0=0
i.e. 4 = 1
7x0 = 0 1
3. Zero added to any number gives the number to itself. y ÷ 1= y
i.e. 0 + 40 = 40
Week six lesson three.
8 + 0 = 8

4. Any number to the power of zero gives one. Magic square:

i.e. 40 = 1
Identify the sum or magic number.
1000 = 1
Exp. Given the magic square below, find the values of the
5. Zero divided by any number gives zero.
letters.

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 6 a 8 Descending order (from big to small)
b 5 c
1. 68, 29, 180, 140
2 d 4 180, 140, 68, 28

Magic number = 2+5+8 2. 758, 587, 857, 875

875, 857, 758, 587
= 15
Week six lesson five.
a = 15 – (8 + 6)
= 15 – 14
FORMING NUMBERS FROM GIVEN DIGITS UP TO
= 1 THOUSANDS

Examples:
Week six lesson four.

1. 1, 3, 2
ARRANGING NUMBERS IN ASCENDING OR 123, 132, 213, 231, 312,321
DESCENDING ORDER.
2. 2, 5, 1, 4:
Ascending order (from small to big) Find the smallest and highest number formed.

1. 10, 25, 8, 125 1245, 1254, 1425, 1452, 1524, 1542, 5421,
8, 10, 25, 125
The smallest is 1245
2. 75, 38, 146, 238
The highest is 5421
38, 75, 146, 238

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Week seven lesson one. a) 47 T O
4 7
Estimating numbers
+ 1 0
Examples to tens: 5 0 47 ≈ 50
1. 23 ≈ 20
2. 46 ≈ 50 b) 63 T O
3. 125 ≈ 130 6 3
+ 0 0
Examples to hundreds: 6 0 63 ≈ 60
1. 142 ≈ 100
2. 361 ≈ 400 2. Round off to the nearest hundreds.
a) 349 H T O
3 4 9
N.B. Use a number line. + 0 0 0
3 0 0 349 ≈ 300

b) 473 H T O
4 7 3
+ 1 0 0
Week seven lesson two. 5 0 0 473 ≈ 500
Rounding off:

1. Round off to the nearest tens:

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Week seven lesson three. Week seven lesson four.

NUMBER PATTERNS AND SEQUENCE

INTRODUCTION TO POWERS / INDICES

Using the formula for area of a square: 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

e.g. A = 5x5 factors.

= 52

18 is a multiple of 1, 3, 6, 9 and 2 since

a) 42 = 4x4
1 x 18 = 18
= 16
2x9 = 18

b) 102 = 10 x 10 3x6 = 18
= 100 __________________________________________________________

List down all the multiples of 5 less than 27.

c) 32 = 3x3
M5 = (1 x 5), (2 x 5), (3 x 5), (4 x 5), (5 x 5)
= 9
= 5 10 15 20 55
d) 52 = 5x5 .: M5 = {5, 10, 15, 20, 25}
= 25
REF: Learning MTC bk 4 pg

MK Bk 4 pg 67

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__________________________________________________________ Week eight lesson one.

Week seven lesson five.

FACTORS

Finding the Lowest Common Multiples Example

1. List down 7 multiples of 6 and 3 1. List down all the factors of 6.

1x6 = 6
M6 = {6,12,18,24,30,42...} 2x3 = 6
F6 = {1, 2, 3, 6}
M3= {3,6,9,12,15,18,21}
2. List down all the factors of 12.
__________________________________________________________
1 x 12 = 12
2. Find the Common multiples from the above set of 2x6 = 12
multiples. 3x4 = 12
F12= {1, 2, 3, 4, 6,12}

3. Find the L.C.M. of 3 and 6 3. List down all the factors of 48.

The L.C.M of 3 and 6 is 6 1 x 48 = 48

2 x 24 = 48
__________________________________________________________ 3 x 16 = 48
REF: MK Bk 4 pg 67 4 x 12 = 48
Understanding MTC bk 4 pg 101 6 x 8 = 48
Learning MTC Bk 4 pg 19 F12= {1, 2, 3, 4, 6, 8, 12, 16, 24, 48}
__________________________________________________________

REF: MK Bk 4 pg 73

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__________________________________________________________ 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,...........}
Week eight lesson two. N.B. The first even number is 2.
__________________________________________________________
GREATEST COMMON FACTORS REF: MK Bk 4 pg 60
Supplementary MTC Bk 4 pg
Find the G.C.F. of 12 and 15 Learning MTC Bk 4 pg 17
F12 F15 __________________________________________________________
4. Odd numbers
1 X 12 1 X 15
These are numbers which are not exactly divisible by 2
2X6 3X5 or when divided by 2 leave a remainder as one.
3X4
Example: {3,5,7,9,11,13,15,17,........}
F12 = {1, 2, 3, 4, 6, 12} F15 = {1, 3, 5, 15}
G.C.F. = 3 5. Prime numbers
__________________________________________________________ A prime number is a number which has only two
REF: MK Bk 5 pg 82 factors, that is, one and itself.

Prime numbers less than 50 are:

{2,5,7, 11, 13, 17, 19, 23, 29, 31, 37,41, 43, 47 }
Week eight lesson three.

TYPES OF NUMBERS 6. Composite numbers

These are numbers that have more than two factors.
1. Whole numbers
These start from 0: {0,1,2,3,4,5,6,7........}
Example: {4,6,8,9,10,12,14,15,......}
2. Counting numbers
Start from one: {1,2,3,4,5,6,7,8....}
__________________________________________________________
3. Even numbers
REF: Supplementary MTC bk 4 pg

23
__________________________________________________________ __________________________________________________________

Week eight lesson four. Week eight lesson five.

SEQUENCE GEOMETRY
1. What is the next number in the sequence? Drawing line segments using rulers.
2, 6, 10, 14, 18, 22 i.e. 18 LINES
+4
+4 +4 +4 +4 +4 +4 22 A line is a set of points illustrated as

2. What is the next number in the sequence?

21, 18, 15, 12, 9 i.e. 12 Ray

- 3
-3 -3 -3 -3 -3 9 A ray is a line with one end point.

3. Find the missing number.

2, 3, 5, 7, 11 (Prime numbers)
A line segment has two end points.

A line segment is named by its end points

4. Find the missing number;
64, 32, 16, 8, ____________ __
A B AB
5. Find the next number.
1, 3, 9, 27, ______________
Parallel lines
REF: Understanding MTK Bk 4 pg 38
Parallel lines are lines which do not meet.

24
They have the same distance apart at every point. Example

A Draw ray AB
B
C
A B
REF: MK BK 5 PG 175
Draw line CD

Week nine lesson one. D D

Week nine lesson two.

Naming lines, rays and line segments.

Lines are named according to the points through which

Drawing line segments of given length
they pass.
Instruments to use:
Name the following: ___
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.
Drawing rays and lines

25
 - Place a ruler on the marked point such that the point - Place the ruler at A such that the point marked 0cm
is marked “0” cm on t he ruller is a marked point on
is at point A.
the paper.
- Measure 3 cm. - Take the reading which corresponds with point B,
i.e.,
3 cm - AB = 5cm

__________________________________________________________
REF: Understanding MTC Bk 4 pg 7
Measuring line segments

Instruments used: Week nine lesson three.

- Ruler
Drawing and naming quadrilaterals.

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

rhombus, parallelograms, kites, trapeziums, etc.
Example:
1. Square
Measure line AB

- It has 4 equal sides

- It has 4 lines of symmetry.

A B

Procedure: 2. Rectangle
- It has 4 sides
- Opposite sides are equal
- Has two lines of symmetry

26
3. Rhombus REF: MK BK 5 pg 184.
- It has 4 equal sides
- It has 2 lines of symmetry. Understanding MTK bk 4 pg

Week nine lesson four.

4. Parallelogram
Parts of a circle.
- It has 4 sides
- Opposite sides are equal and K PK - Chord
parallel
P XO - Radius
- Has one line of symmetry.
XY - Diameter
X O Y Shaded part- Sector
Dotted part - Quadrant
5. Trapezium

6. Kite Week nine lesson five.

- Opposite sides are equal 1. Finding diameter when radius is given.

- Has one line of symmetry
D = r x 2

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

27
 Diameter = rx2
= 5 cm x 2
Week ten lesson two.
= 10 cm

2. Finding radius when diameter is given. Types of angles:

R = D ÷ 2
1. Acute angle:
e.g. Find the radius of circle whose diameter is 14cm It is an angle which measures between 00 and 900.
Radius = D÷2 e.g. 300, 450, 150, 890, etc.
= 14 cm ÷ 2
= 7 cm 2. Right angle:
It is an angle measuring exactly 900.

Symbol used:
Week ten lesson one. Right angle

3. Drawing circles using a ruler and a pair of compass. 3. Obtuse angle.

Exp. Construct a circle of radius 3cm. It is an angle which measures more than 900 but less
▪ Draw a line and mark a point to be the than 1800.
centre of the circle.
▪ Open the compass to radius of 3cm. 4. Reflex angle.
▪ Draw a circle round the centre. It is an angle which measures more than 1800 but less
than 3600.
e.g. 1850, 2400, 3500, etc.
3cm
O REF: MK BK 5 pg 193.

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Week ten lesson three.

Drawing and measuring angles using a protractor. 90

1. Using outer scale.

Procedure:
▪ Draw a line 00
1800
▪ Mark a point on the line
▪ Place the protractor such that its centre is on the
REF:
point marked on the line.
▪ Take the reading starting from zero clockwise. MK Mathematics Bk 5 pg 195
900
Understanding MTC BK 4 pg 87.

00 1800

2. Using inner scale.

Procedure:
▪ Draw a line
▪ Mark a point on the line
▪ Place the protractor such that its centre is on the
point marked on the line.
▪ Take the reading starting from zero anticlockwise.

900 29
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