Week four lesson two

MTC LESSON NOTES

FOR TERM I, 2020

P.4.

1
Week four lesson two

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Week four lesson two
SETS (Theme 1)
Week I
Lesson 1 and 2

Review of types of sets.

A set is a collection of well defined members or elements.

TYPES OF SETS (Review)

1. Empty set or null set.

This is a set without any members.

Symbol: or Ф

e.g. Pupils in a class without heads.

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2. Equivalent sets
These are sets with the same number of members but the members
may be different.

Symbol: 
e.g. A = b,c,d,e B = 0, 1, 2, 3

set A is equivalent to set B

AB
N.B. <≠> means “not equivalent to”

3. Equal sets
These are sets with the same number of members which are exactly
the same.

Symbol: =

e.g. K = a, b, c, c L = b, a, c

Set K is equal to set L because they have the same number and the
same members.

K=L
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Week four lesson two
4. Disjoint sets
These are sets without any common members.
e.g. M = 6, 7, 8

N = 2, 3, 4, 5

Set M and set N don’t have any common members.

REF: Primary MTC Bk 4 pg 1

- 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

UNION SETS (Review)

This is a set which contains all the members in the given sets.

N.B. Common members are written once.

Symbol: U

e.g. Set P = { a, e, , o, u }
Q = { 2, 4, 6, 8 }

Set P U Q = { a, e, , o, u, 2, 4, 6, 8 }
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INTERSECTION SET (Review)

This set with the common members of the given set.

Symbol: “∩”

e.g. P = { 1, 2, 3, 4, 5 }
B = { 0, 1, 3, 4, 5}

Find:
a) P ∩ B = { 2, 3, 4, 5}

b) P U B = { 0, 1, 2, 3, 4, 5}

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Week four lesson two

5. A = {Banana, Orange}
B = {Apple, Orange}

Find:
a) A ∩ B = { Orange}

b) A U B = { Banana, Orange, Apple }

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Week two lesson one

NUMBER OF MEMBERS (Review)

Symbol: n ( )

Examples
1. P = { a, b, c}
How many members are in set P.

n(P) = 3 members.
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2. M = { days of the week }
Find n(M)

M = {Mon, Tue, Wed, Thur, Fri, Sat, Sub}

Find: n(M) = 7

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REF: - Understanding
- Primary MTC bk 4 pg 14 – 15
- Kenya Primary MTC Bk 4 4 pg 15 – 16
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Week two lesson two

VENN DIAGRAM (Review)

Representing information on a Venn diagram:

P Q

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Week four lesson two

Members Members of
Of Set P P∩Q Set Q only
Only

Example:
Given P= {0, 2, 4, 6, 8}
P= {1, 2, 3, 4, 5, 78}

Find: P∩Q = { 2, 4}
A UB = {0, 1, 2, 3, 4, 5, 6, 7, 8 }

Represent the sets on a Venn diagram.

P Q
0 1
2
2 3
4 5
8
7

REF: MK bk 5 Pg 12
Primary MTC for Uganda bk 4
Pg 60 – 62
MK Bk 4 Pg 11 – 14

Week two lesson three

Shading Venn Diagrams (Review)

Example:
A-B N-M
A B M N

A A B K L P
Q
Q

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Week four lesson two

AUB A∩B KUL P∩B

Getting information from a Venn Diagram (Review)

A B
a e
c b
g f

Listd down all members of Set;

A = { a, b, c, d, g}
B = { c, g, d, e, f}
A∩B = {c, d, g}
A U B = { a, b, c, d, g, e, f }
n(A∩B) = 3 members

REF: MK Bk 5 pg 7
MK Bk 4 pgs 11 – 14

Week two lesson four

Difference of sets (Review)

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

P–Q Q–P

Example:
Given : P= {2, 3, 4, 6, 8, 9}

Q= {1. 2, 5, 6, 7, 10}

Find: P – Q = {3, 4, 8, 9}

Q – P = 1, 5, 7, 10}

Example II

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Week four lesson two

M N
i e
a c
b d
g

Find: M – N = {i, c, g}

N-M = { d, e}

Week two lesson five

SUBSETS
A subset is a small set got from the main set.

Symbol: “C”
“¢” means not a subset of.

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Example:

Given; E = {all pupils in P.4}

K = { all boys in P.4}
B = {all girls in P.4}

Set B and set K are subsets of set E

Example
If: D = {1, 2, 3, 4}
T = {2, 4}
S = {1, 3}
K = {5, 6}

T is a subset of D

(T C D)

S is a subset of D
(S C D)

K is not a subset of D
(K ¢ D)

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Week four lesson two

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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}, { }

N.B. - An empty set is a subset of the main set.

- A set itself is a subset of that set.

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Using a Venn diagram to represent a subset

Using a Venn diagram to represent subsets.

Q
P Set P is a subset of set Q
P cQ

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

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Represent the sets on a Venn diagram.

M

b
Na
e

c
d
Find: M∩N = { a, e}
MUN = { a, b, c, d, e }
n(MUN) 5 Members
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Q What is the relationship between P and
1 B?
B3
4 B is a subset of P
2
Find:
5 P∩B = {3, 4}

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Week four lesson two

REF: MK Bk 4 pg 17 (old edition)

MK Bk 4 pg 17 (new edition)

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NUMERACY (theme 2)

Week three lesson one

Whole Numbers

Place value and value of whole numbers (Review)

Thousand

Thousand

Hundreds
thousand
Hundred
Numeral

Ones
Tens
Ten
s

7041 7 0 4 1
24,678 2 4 6 7 8
132,40 1 3 2 4 0 7
7

Finding the place value of the given digits.

What is the place value of 4 in 642?

6 4 2
Ones

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Week four lesson two
Tens
Hundreds

:. The place value of 4 is Tens.

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Find the place value of each digit in 6738.

6 7 3 8
Ones
Tens
Hundreds
Thousands

:. The place value of 6 is Thousands

The place value of 7 is Hundreds
The place value of 3 is Tens
The place value of 8 is Ones

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REF: - Primary School MTC Bk 4 pg 8

- Learning MTC Bk 4 pg 5
- MK Bk 4 pg 20 (Old edition)
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Week three lesson two

Value of wholes(Review)

Value = digit x place value

Find the value of each of the digits in 672
H T O
6 7 2
2x1 = 2
7 x 10 = 70
6 x 100 = 600
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Week four lesson two
Find the value of 0 in 6042

6 0 4 2

0 x 100 = 0
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What is the value of 2 in 432?

H T O
4 3 2
2x1 = 2
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REF: MK Bk 4 pg 20
Learning MTC Bk 4 pg 6
Primary Science MTC Bk 4 pg 8

Week three lesson three

Application of values and place values

Example:

Find the sum of the value of 2 and 3 in the number 623.

H T O
6 2 3
3x1 = 3
2 x 10 = +20
23
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What is the sum of the place value of 6 and 2 in the number 632?
H T O
6 3 2
Ones = 1

Hundreds =+100
101
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Find the product of the value of 2 and place value of 3 in 362.

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Week four lesson two

H T O
3 6 2
2x1 = 2

Hundreds = 100
= 2 x 100
= 200
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The place value of 2 is tens. What is its value.

Value = Digit x Place value

= 2 x 10
= 20
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Week three lesson four

Writing whole numbers in words(Review)-up to thousands

1. Write 6438 in words.

Thousands Hundreds Units
6 4 38

6438  Six thousand four hundred thirty eight.

2. Write 14,008 in words

Thousands Hundreds Units
14 0 08

14,008 Fourteen thousand eight.

3. Express 240,402 in words

Thousands Hundreds Units

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Week four lesson two
240 4 02

240,402  Two hundred forty thousand four

Hundred two.

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

Week three lesson five

Writing in figures (Review)

Write “three thousand six hundred in figures”.

Three thousand 3000

Six hundred +600
3600

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Write in figures; “Sixty thousand five hundred twenty.

Sixty thousand 60000

Five hundred 500
Twenty + 20
60,520

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REF: Understanding MTC bk 4 pg 13

Primary School MTC BK 4 PG 8
Learning MTC bk 4 pg 6
MK Bk 4 pg 23
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Week four lesson one

Writing numerals in expanded form(Review)

Expand 3485 using place values

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Week four lesson two
3485 = (3 x 1000) + (4 x 100) + (8 x 10) + (5 x 1)

Expand 3485 using values

3485 = 3000 + 400 + 80 + 5

Expand: 46,246
46,246 = 40,000 + 6000 + 200 + 40 + 5
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REF: - MK Bk 4 pg 23
- Learning MTC Bk 4 pg 6
- Understanding MTC Bk 4 pg 14

Week four lesson two

Writing the expanded numbers in short. (Review)

Find the number which has been expanded to get;

1. 4000 x 200 x 40 x 7 4000
200
40
+ 7
4347

2. (5 x 100) + (6 x 1000)+ (4 x 1)
500 + 6000 + 4
6000
500
+ 4
6504

3. (9 x 10000) + (4 x 1000) + (7 x 10)

90000 + 4000 + 70
90000
4000
+ 70
94070

REF: - Learning MTC Bk 4 pg 6

- Understanding MTC bk 4 pg 4
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Week four lesson three

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Week four lesson two

ROMAN NUMBERALS (Review) – up to one hundred.

Basic Roman Numerals are;

1=I 50 = L 1000 = M
5=V 100 = C
10 = X 500 = D

Roman numerals from 1 to 1000

Hindu Roman Hindu Roman

Arabic numeral Arabic numeral
1 I 8 VIII
2 II 9 IX
3 III 10 X
4 IV 50 L
5 V 100 C
6 VI 500 D
7 VII 1000 M

Roman numerals got by repeating 1 and X;

Examples: 2 = 1+1 = II
3 = 1+1+1 = III
20 = 10 + 10 = XX
30 = 10+10+10 = XXX
300 = 100+100+100= CCC

Roman numerals got by adding.

6 = 5+1 7 = 5+2
= V+I = V + II
= VI = VII
60 = 50 + 10 700 = 500 + 200
= L + X = D + CC
= LX = DCC

Roman numerals got by subtracting from 5, 50, 100, 500 and

1000:

4 = (1 subtracted from 5)
= IV

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Week four lesson two

40 = (10 subtracted from 50)

= XL

90 = (10 subtracted from 100)

= XC

400 = (100 subtracted from 500)

= CD

900 = (100 subtracted from 1000)

= CM

REF: MK Bk 4 pg 32
Primary MTC for Uganda Bk 4 pg 14-17
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Week four lesson four

Expressing Roman numerals into Hindu Arabic numbers.

Convert the following to Hindu Arabic numerals:

1. XIV = X + IV
= 10 + 4
= 14

2. XXXIX = XXX + IX
= 30 + 9
= 39

3. XLV = XL + V
= 40 + 5
= 45

4. XCVIII = XC + VIII

= 90 + 8
= 98

5. DCCVII = DCC + VII

= 700 + 7
= 707

REF: - MK Bk 4 pg 34
- Primary MTC for Uganda Bk 4 pg 17

Week four lesson five

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Week four lesson two

Writing Hindu Arabic in Roman numerals

Examples
1. Change 25 into Roman numerals
25 = 20+5
= XX +V
= XXV
2.Express 49 in Roman numerals
49 = 40+9
= XL + IX
=XLIX
REF: - MK Bk 4 pg 34
- Primary MTC for Uganda Bk 4 pg 17
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Week five lesson one

Topical questions: MK Bk 4 pg 35
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Week five lesson two

OPERATION ON NUMBERS
Addition:
Words used in addition include; Sum, Total, Increase, Altogether, Add,
e.t.c.

Examples:
1. Find the sum of;

a) 7464 b) 146708
+4425 + 52614
11 8 8 9 199322

2. There are 469 goats, 943 cows and 6401 chicken on the farm. How
many animals are there altogether?

469
943
+6401
7813

:. There are 7813 animals altogether.

REF: - Primary MTC for Uganda Bk 4 pg 23

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Week four lesson two
- MK Bk 4 pg 38
- Primary School MTC bk 4 pg 14

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Week five lesson three

Subtraction of wholes numbers

Words used include; Reduce, Decrease, Difference, e.t.c.

1. Subtract:
a) 8432 b) 532867
- 4732 - 314658
3700 218209

2. Subtract 94 from 342.

342
- 94
248

3. What is the difference of 143 and 36?

143
- 36
107

4. Okot had Shs. 630. He bought a toy car for Shs. 560. How much
money remained?
Sh. 6 3 0
- Sh. 5 6 0
Sh. 0 7 0

REF: - Primary MTC Bk 4 pg 30

- Primary MTC for Uganda bk 4 pg 20-32
- Understanding MTC Bk 4 pg 18-25
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Week five lesson four

Multiplication of wholes.
Multiplying of a 3/2 digit number by 1 digit number.

1. 1 3 2. 43 3. 12 0
x 2 x 4 x 5
2 6 172 600

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Week four lesson two
REF: Primary MTC for Uganda bk 4 pg 36
MK Bk 4 pg 46
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Week five lesson five

Multiplying numbers by 10 and 20.
2. 4 2 2. 54 3. 32
x1 0 x1 0 x2 0
42 0 540 640

REF: MK bk 4 pg 50
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Week six lesson one

Multiplying 2-digit numbers by 2 digit numbers

1. 1 3 OR; 1 3
x 1 2 1 2  10 + 2
0 2 6 (13 x 10) + (13 x 2)
1 3 0 30 + 26
1 5 6 130
+26
156

2. 4 5 4 5
x1 2 x 1 2  10 + 2
09 0 45 x 10 450
45 0 45 x 2 +90
540 540

Week six lesson two

Multiplying using lattice method:

e.g. 13 x 12
1 3 X
0 0
1 31
0 0
1 2 62

5 6

= 156

REF: Primary MTC for Uganda bk 4 pg 40

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Week four lesson two
MK Bk 4 pg 50
Understanding MTC BK 4 pg 26-30
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Week six lesson three

MULTIPLICATION OF NUMBERS ON A NUMBERLINE

E.g.

1. 3 x 4

4 + 4 + 4

0 1 2 3 4 5 6 7 8 9 10 11 12

= 12

2. 4 x 3

3 + 3 + 3 + 3

0 1 2 3 4 5 6 7 8 9 10 11 12

= 12

Week six lesson four

Divisions of 3 digit numbers by one digit

Use of long division

Exp: 1 468 ÷ 2

234 x 2
2 468 0 0
2 x 2=4 1 2
06 2 4

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Week four lesson two
2x3= 0 6 3 6
08 4 8
4x2= 0 8 5 10
00 6 12
7 14
8 16
9 18

Exp: 2 Share 570/= among 5 girls

114 x 2
5 570 0 0
1 x 5=5 1 5
07 2 10
1x5= 0 5 3 15
20 4 20
4x5= 2 0 5 25
00 6 30
7 35
8 40
9 45
= 114
Week six lesson five

DIVISIBILITY TEST

Divisibility test of 2:

A number is divisible by 2 when the last digit is even.

e.g. 50, 22, 94,108, etc.

Divisibility test of 3:

A number is divisible by 3 when the sum of digits is divisible by 3.

e.g. a) 21 b) 144

= 2+1 = 1+4+4

= 3 = 9

= 3÷3 = 9÷3

= 1 = 3

Divisibility test of 5:

A number is divisible by 5 when the last digit is 5 or 0.

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Week four lesson two
e.g. 95, 240,

Week seven lesson one

INTRODUCTION OF COMBINED OPERATIONS

Use BODMAS

B - Brackets
O - Of
D - Division
M - Multiplication
A - Addition
S - Subtraction

Exp. 1. Work out: 4 + 1 – 2

= (4 + 1) – 2
= 5–2
= 3

2. Simplify: 4+2+5
= 4 + (2 x 5)
= 4 + 10
= 14
Week seven lesson two
Properties of zero:

1. 0 x 0 = 0
2. Zero multiplied by any number gives 0.
i.e. 0 x 25 = 0 kx0=0
7x0 = 0
3. Zero added to any number gives the number to itself.
i.e. 0 + 40 = 40
8 + 0 = 8

4. Any number to the power of zero gives one.

i.e. 40 = 1
1000 = 1

5. Zero divided by any number gives zero.

i.e. 0 ÷ 5 = 0
0 = 0
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Week four lesson two
Properties of one:

1. Any number multiplied by one give the number itself.

i.e. 1 x 20 = 20
y x 1 = y
0x1 = 0
2. Any number divided by one except zero gives the same number.
i.e. 4 = 4
1
y÷ 1 = y

Week seven lesson three

Magic square:

Identify the sum or magic number.

Exp. Given the magic square below, find the values of the
letters.

6 a 8
b 5 c
2 d 4

Magic number = 2+5+8

= 15

a = 15 – (8 + 6)
= 15 – 14
= 1

Week seven lesson four

ARRANGING NUMBERS IN ASCENDING OR DESCENDING ORDER.

Ascending order (from small to big)

1. 10, 25, 8, 125

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Week four lesson two
8, 10, 25, 125

2. 75, 38, 146, 238

38, 75, 146, 238

Descending order (from big to small)

1. 68, 29, 180, 140

180, 140, 68, 28

2. 758, 587, 857, 875

875, 857, 758, 587

Week seven lesson five

FORMING NUMBERS FROM GIVEN DIGITS UP TO THOUSANDS

Examples:

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

2. 2, 5, 1, 4:
Find the smallest and highest number formed.

1245, 1254, 1425, 1452, 1524, 1542, 5421,

The smallest is 1245

The highest is 5421

Week eight lesson one

Estimating number
Examples to tens:
1. 23 ≈ 20
2. 46 ≈ 50
3. 125 ≈ 130

Examples to hundreds:
1. 142 ≈ 100
2. 361 ≈ 400

N.B. Use a number line.

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Week four lesson two

Rounding off:

1. Round off to the nearest tens:

a) 47 T O
4 7
+1 0
5 0 47 ≈ 50

b) 63 T O
6 3
+0 0
6 0 63 ≈ 60

2. Round off to the nearest hundreds.

a) 349 H T O
3 4 9
+0 0 0
3 0 0 349 ≈ 300

b) 473 H T O
4 7 3
+1 0 0
5 0 0 473 ≈ 500

Week eight lesson two

INTRODUCTION TO POWERS / INDICES
Using the formula for area of a square:

e.g. A = 5x5
= 52

a) 42 = 4x4
= 16

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Week four lesson two

b) 102 = 10 x 10
= 100

c) 32 = 3x3
= 9

d) 52 = 5x5
= 25

Week eight lesson three

NUMBER PATTERNS AND SEQUENCE

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 factors.

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

1 x 18 = 18

2x9 = 18

3x6 = 18

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List down all the multiples of 5 less than 27.

M5 = (1 x 5), (2 x 5), (3 x 5), (4 x 5), (5 x 5)

= 5 10 15 20 55

.: M5 = {5, 10, 15, 20, 25}

REF: Learning MTC bk 4 pg

MK Bk 4 pg 67

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Week four lesson two
Week eight lesson four

Finding the Lowest Common Multiples

1. List down 7 multiples of 6 and 3

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

M3= {3,6,9,12,15,18,21}

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2. Find the Common multiples from the above set of multiples.

3. Find the L.C.M. of 3 and 6

The L.C.M of 3 and 6 is 6

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REF: MK Bk 4 pg 67
Understanding MTC bk 4 pg 101
Learning MTC Bk 4 pg 19
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Week eight lesson five

FACTORS
Example

1. List down all the factors of 6.

1x6 = 6
2x3 = 6
F6 = {1, 2, 3, 6}

2. List down all the factors of 12.

1 x 12 = 12
2x6 = 12
3x4 = 12
F12 = {1, 2, 3, 4, 6,12}

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Week four lesson two

3. List down all the factors of 48.

1 x 48 = 48
2 x 24 = 48
3 x 16 = 48
4 x 12 = 48
6 x 8 = 48
F12 = {1, 2, 3, 4, 6, 8, 12, 16, 24, 48}

REF: MK Bk 4 pg 73
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Week nine lesson one

GREATEST COMMON FACTORS

Find the G.C.F. of 12 and 15
F12 F15
1 X 12 1 X 15
2X6 3X5
3X4

F12 = {1, 2, 3, 4, 6, 12} F15 = {1, 3, 5, 15}

G.C.F. = 3
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REF: MK Bk 5 pg 82
Week nine lesson two

OF TYPES NUMBERS
1. Whole numbers
These start from 0: {0, 1,2,3,4,5,6,7........}
2. Counting numbers
Start from one: {1, 2,3,4,5,6,7,8....}
3. Even numbers
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,….}
N.B. The first even number is 2.
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REF: MK Bk 4 pg 60
Supplementary MTC Bk 4 pg
Learning MTC Bk 4 pg 17
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4. Odd numbers

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Week four lesson two
These are numbers which are not exactly divisible by 2 or when divided
by 2 leave a remainder as one.

Example: {3, 5, 7,9,11,13,15,17 ...}

5. Prime numbers
A prime number is a number which has only two 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 }

6. Composite numbers
These are numbers that have more than two factors.

Example: {4,6,8,9,10,12,14,15,......}

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REF: Supplementary MTC bk 4 pg

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SEQUENCE

1. What is the next number in the sequence?

2, 6, 10, 14, 18, 22 i.e. 18

+4
+4 +4 +4 +4 +4 +4 22

2. What is the next number in the sequence?

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

- 3
-3 -3 -3 -3 -3 9

3. Find the missing number.

2, 3, 5, 7, 11 (Prime numbers)

4. Find the missing number;

64, 32, 16, 8, ____________
5. Find the next number.
1, 3, 9, 27, ______________

REF: Understanding MTK Bk 4 pg 38

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Week four lesson two
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ALGEBRA
Week two lesson one
Addition and subtraction of letters

1. Add: (2y + 3y) + 4y

= 5y + 4y
= 9y

2. Subtract: 10k – k
= 10 k – 1k
= 9k

REF: MK Bk 4 pg 248
Understanding MTC Bk 4 pg 157
Learning MTC Bk 4 pg 102

Week three lesson one

Collecting like terms

1. Collect like terms: 4x + 8y + 2x + 5y
= (4x + 2x) + (8y + 5y)
= 6x + 13y

2. Collect like terms: 9m + 7n – 2m – 3n

= (9m – 2m) + (7n – 3n)
= 7m + 4n

REF: MK Bk 4 pg 252
Understanding MTC Bk 4 pg 156

Week four lesson one

Substitution
Substitution means to replace:
1. If x = 3, y = 4 and z = z = 5, Find the value of
= x+y+z
= (3 + 4) + 5
= 7+5
= 12

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Week four lesson two

2. If h = 12, find the value of 5h

5h means 5xh
= 5x2
= 10

REF: MK Bk 4 pg 253 – 254

Learning MTC bk 4 pg 102 – 103

Week five lesson one

Solving equations involving addition

1. Find the missing number

+ 3 = 9
+ 3-3 = 9-3
= 6

:. The missing number is 6

2. Solve for k
K+4 = 9 If 3 + m = 8
K + 4-4 = 9–4 What is m?
K = 5 3 + m = 8
3–3+m = 8–3
m = 5

REF: MK Bk 4 pg 246 – 247

Understanding MTC Bk 4 pg 159

Week six lesson one

Forming and solving equations with addition
Wamala had some books. He got 3 more books. Altogether he had 7
books. How many books did he have before?
8 - 159
Let the books he had be x.

x + 3 = 7
x + 3-3 = 7–3
x = 4

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Week four lesson two
:. He had 4 books.

REF: MK Bk 4 pg 257
Understanding MTC Bk 4 pg 159

Week seven lesson one

Equations involving subtraction

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

-4 = 6,
- 4+4 = 6+4
= 10
:. The value of what is in the box is 10.
2. Solve for m:
m–3 = 2
m – 3+3 = 2+3
m = 5

REF: MK Bk 4 pg 247

Forming and solving equations with subtraction

Mulloli had some goats. When he sold them he remained with 9 goats.
How many goats had he before?

Let the number of goats he had be g.

g – 5 = 9
g - 5+5 = 9+5
g = 14
:. He had 14 goats.

REF: MK Bk 4 pg 258

Week eight lesson one

Equations involving multiplication

1. If x 3 =12, What is in the box?
x 3 =12
x 3÷3 =12÷3
x 1 = 4

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Week four lesson two
= 4
:. The box has got 4

2. If 3P = 21, Find P
3P = 21
3P = 21
3 3
P = 7
REF: MK Bk 4 pg 225
Understanding MTC Bk 4 pg 160

Forming equations with multiplication

There are 4 groups in a class. Each group has the same number of pupils.
Altogether there are 40 pupils. How many pupils are in each group?

Let the pupils in each group be c.

4xc = 40
4c = 40
4 4
C = 10

:. Each group has 10 pupils.

REF: MK Bk 4 pg 259

Week nine lesson one

Equations involving division

3. If ÷2 = 4, What is in the box?
÷2 = 4
÷ 2x2 = 4x2
÷ 1 = 8
= 8

:. The box has got 8

4. Solve for x:
x ÷ 3 = 6
x = 6
3 1

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Week four lesson two
xx1 = 3x6
x = 18

5. a/2 = 3
a = 3
2 1
ax1 = 2x3
a = 6

REF: MK Bk 4 pg 256

Forming equations involving division

Nakandi had some balls. She divided them into 4 groups. If there were 12
balls in each group, how many balls did she have altogether?

Let the balls she had be b.

b÷4 = 12
b÷4x4 = 12 x 4
b = 48

:. She had 48 balls altogether.

Week ten lesson one

Equations involving more than one operation

1. Solve for y. 2. Solve for m
2y + 5 = 17 3m – 9 = 12
2y + 5- 5 = 17-5 3m – 9+9 = 12
+9
2y = 12 3m = 21
2y = 12 3m = 21
2 2 3 3
y = 6 m = 7

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Week four lesson two

REF: MK Bk 5 Pg 278 – 279 End of Algebra

GEOMETRY
Week two lesson one

Drawing line segments using rulers.

LINES

A line is a set of points illustrated as

Ray

A ray is a line with one end point.

A line segment has two end points.

A line segment is named by its end points

__
A B AB

Parallel lines

Parallel lines are lines which do not meet.

They have the same distance apart at every point.

A
B
C
REF: MK BK 5 PG 175

Week three lesson one

Naming lines, rays and line segments.

Lines are named according to the points through which they pass.

Name the following: ___

Line AB or AB
A B

Ray AB or AB

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Week four lesson two
A B

A B Line segment AB

Drawing rays and lines

Example

Draw ray AB

A B

Draw line CD

C D

Drawing line segments of given length

Instruments to use:

- A sharp pencil
- A ruler
- A pair of compasses
-
Example:

Draw a line segment of length 3 cm.

Procedure:

- 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 is marked “0”
cm on t he ruller is a marked point on the paper.
- Measure 3 cm.

3 cm

Measuring line segments

Instruments used:

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Week four lesson two
- Ruler

Example:

Measure line AB

A B

Procedure:

- Place the ruler at A such that the point marked 0cm is at point A.
- Take the reading which corresponds with point B, i.e.,
- AB = 5cm

REF: Understanding MTC Bk 4 pg 7

Week four lesson one

Drawing and naming quadrilaterals.

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

parallelograms, kites, trapeziums, etc.

1. Square

- It has 4 equal sides

- It has 4 lines of symmetry.

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

3. Rhombus

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Week four lesson two
- It has 4 equal sides
- It has 2 lines of symmetry.

4. Parallelogram
- It has 4 sides
- Opposite sides are equal and parallel
- Has one line of symmetry.

5. Trapezium

6. Kite

- Opposite sides are equal

- Has one line of symmetry

REF: MK BK 5 pg 184.

Understanding MTK bk 4 pg

Week five lesson one

Parts of a circle.

K PK - Chord
P XO - Radius
XY - Diameter
X O Y Shaded part- Sector
Dotted part - Quadrant

Week six lesson one

Finding diameter when radius is given.

D= rx2

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

Diameter = rx2

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Week four lesson two
= 5 cm x 2
= 10 cm

1. Finding radius when diameter is given.

R= D÷2

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

Radius = D÷2
= 14 cm ÷ 2
= 7 cm

Week seven lesson one

Drawing circles using a ruler and a pair of compass.
Exp. Construct a circle of radius 3cm.
 Draw a line and mark a point to be the centre of the circle.
 Open the compass to radius of 3cm.
 Draw a circle round the centre.

3cm

Week eight lesson one

Types of angles:

1. Acute angle:
It is an angle which measures between 00 and 900.
e.g. 300, 450, 150, 890, etc.

2. Right angle:
It is an angle measuring exactly 900.

Symbol used:
Right angle

3. Obtuse angle.
It is an angle which measures more than 90 0 but less than 1800.

4. Reflex angle.
It is an angle which measures more than 1800 but less than 3600.
e.g. 1850, 2400, 3500, etc.

REF: MK BK 5 pg 193.

Week nine and ten

Drawing and measuring angles using a protractor.

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Week four lesson two
1. Using outer 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 clockwise.
900

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

1800 00

REF:

MK Mathematics Bk 5 pg 195

Understanding MTC BK 4 pg 87.

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Week four lesson two

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