PRIMARY FOUR

MATHEMATICS
LESSON NOTES

TERM 1
YEAR : 2024

TERM 1 TOPICS.

 SET CONCEPTS
 WHOLE NUMBERS
 OPERATION ON NUMBERS
 PATTERNS AND SEQUENCE
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WK. 1: Going through Holiday work on Wednesday.
WK.1: Lesson 1 & 2
Theme: Set Concepts
Topic: Sets
Sub topic : Identifying types of sets
Activities : - Identifying sets
- describing types of sets
- explaining types of sets with examples.
- counting numbers of members in given sets.
Vocabulary: members, empty, equivalent, disjoint, union, intersection,
subset , venn diagram, elements etc.
Content:
Review of P.3 work
Types of sets
1. Empty / null sets

This is a set without any members. The symbol is { } or

e.g. Pupils in a class without heads (more empty sets)

2. Equivalent sets
These are sets with same number of members but different members.
Set symbol is
e.g. Set A = { a, b, c} B = { 1, 2, 3}
Set A is equivalent to set B or set A B.
3. Non Equivalent set.
Sets with different numbers of members.
Symbol
E.g. Set K = { 1, 2, 3 } M= { 4, 5, 6, 7}
Discuss matching of sets
4. Equal sets
Sets with the same number of members which are exactly the same.
Symbol =

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 e.g. L = { m, n, o} N = {o, n, m}
Set L equal N
Set L = N
NB – Emphasize equal and equivalent sets in homework.

5. Disjoint sets
Sets without any common members.
e.g W = { 6, 7, 8}
B = { 2, 4, 9, 3}
Set W and D don’t have any common members.
They are disjoint.
6. Joint sets
These are sets with common members.
e.g. G = { a, b, c}
H = { m, b, p}
Set G and H are joint sets because {b} is a common member.
Ref: Exercise Understanding MTC bk. 4 pg 4 – 8
Pri. MTC Bk 4 PG 2
St. Bernard Bk. 4 pg. 1– 7
WEEK 2
Lesson 1&2
Topic: Sets
Sub topic : Union sets and intersection
Activities : Identifying union and intersection sets
Shading set regions
Writing symbols of union and intersection sets.
Explaining union and intersection sets.
Describing union and intersection sets
Content:
Union and intersection of sets
1. Union of sets
A set which contains all the members in the given sets.
Symbol .
e.g Set P = { a, e, o, u}
R = { 2, 3, 4}

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 Set P  R = { a, e, o, u, 2, 3, 4}
2. Intersection sets.
A set with common members of the given sets
Symbol “”
E.g.
(i) Set T = { 1, 2, 3, 4}
Set S = {0, 2, 4, 5}
Set T  S = { 2, 4}
Set A = {Banana, Orange}
B = {apple, Orange}
Find:
a) A  B = { orange}
b) A  B = { Banana, Orange, apple}
Ref / Exercise

St. Bernard MTC Bk. 4 pg 8 – 11

MK Bk. 4 pg. 9 – 14
Understanding MTC Bk.4 Pg.9 – 12

Lesson 3
Topic: Sets
Sub topic : Difference of sets
Activities : Explaining difference of sets
Identifying difference of sets
Finding difference of sets
Shading set regions

Content:
That is a given set only without the common members.
(1)E.g. Set M = { 2, 3, 4, 5, 6}
Set Q = {1, 2, 5, 8, 10}
Find (i) M – Q = { 3, 4, 6}
(ii) Q – M = {1, 8, 10}

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(2)Set O = { i, c, g, a, b}
Set V = { e, a, b, d}
Find (i) O – V (O only) = { i, c, g, d}
V – O (V only) = { e, a, d}
More examples from the activity book.
Ref/ exercise
Trs. Own collection
Find the difference of these sets
(a) Set D = {a, p, y, m}
Set C = {b, c, p, n, m}
Find (i) D – C
(ii) C – D
(iii) D  C
(b)Set E = {0 , 2, 4, 6, 8}
Set F = { 1, 2, 3, 8, 5}
Find (i) E – F
(ii) F – E
(iii) E  F
Activity for at least 10 numbers in the activity book.

Lesson 4&5
Topic: Sets
Sub topic : Number of members in a set
Activities : Counting members in sets
Identifying members and symbols in a set.
Finding number of members in the set.
Listing elements in a set

Content:
Review how many members are in a set.
Use of symbol  ( ) – means how many members.
e.g. Set P = { 1, 2, 4}
(1) How many members are in set P?
3 members
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 or n(P) = 3 members

(2)Set M = { days of the week}

Find n(M)
M = { Mon, Tue, Wed, Thur, Fri, Sat, Sun }
n(M) = 7 members
- Compiled activities
- St. Bernard MTC Bk. 4 pg. 5

WK. 3 : Lesson 1 & 2

Theme: Sets concepts.
Topic: Sets
Sub topic : Representing information on a venn diagram
Activities : Drawing venn diagrams
Representing sets on a venn diagram
Identifying difference, union and intersection of sets.
Content: Review venn diagrams
i.e. T R

Set T Members of set R

Only

Intersection (Common members)

e.g
(i) Set T = { 0, 2, 3, 4, 5}
Set R = {1, 2, 5, 6, 8}
Find ;
(i) T  R = { 2, 5}
(ii) T  R = { 0, 2, 3, 4, 5, 1, 6, 8}
(iii) Represent the sets on a venn diagram.
T R
0 1
2
3 6
4 5
8

(iv) List set T only

= { 0, 3, 4}
(v) Find set R only
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 = { 1, 6, 8}
Ref/Exercise
-MK Bk. 4 pg. 14 – 15
-MK Bk. 5 PG . 12
-St. Bernard MTC Bk. 4 pg. 10 – 11

Lesson 3
Topic: Sets
Sub topic : Getting information from venn diagrams
Activities : Identifying members on venn diagrams
getting members of sets from venn diagrams.
Listing members of given sets.
Counting numbers of elements.
Content:
Review representing information on venn diagrams of P.3
E.g. A B
c
a g e
b d f

(a) List members of

(i) Set A = { a, b, c, d, g}
(ii) Set B = { c, g, d, e, f}
(iii) A  B = {a, b, c, g, d, e, f}
(iv) A  B = {c, g, d}
(v) n(AB) = { a, b, c, g, d, e, f}
7 members
(vi) B = { e, f, c, g, d}
n(B) = 5 members
(vii) A – B = {a, b}
 n (A – B ) = 2
- A compiled exercise of ten numbers in the activity book.
-MK. Bk.5 pg. 7
-MK bk. 4 pg. 14 - 15
Lesson 4 and 5
Topic: Sets
Sub topic : Subsets
Activities : describing subsets
using symbols of subsets and not subsets of while writing
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 forming subsets.
drawing and shading regions on venn diagrams of
subsets.
identifying shaded regions.
Content:
A subset is a small set got from main set.
Symbol “ ” “ ” not a subset
Example
Given ; E = { all pupils in P.4}
F = { all boys in P.4}
B = { all girls in P.4}
Set B and F are subsets of set E.
Describe the shaded region
Forming subsets by listing
Given set B = { s, t, v}
Form subsets
{s}, {s, t}, {v}, {t}, s,v}, {t,v}, {s, t, v}, { }
NB. An empty set is a subset of the main set.
 A set itself is a subset of that set.
-A compiled exercise of ten numbers in the activity book.
- teachers own collection in the activity book.

WEEK 4: Lesson 1&2

Topic: Sets
Sub topic : Using a venn diagram to represent subsets
Activities : drawing venn diagram of subsets.
shading the given set regions.
identifying the shaded region and describing
putting information on the venn diagram.
Content:
shading venn diagrams
e.g P  Q PQ P–Q
P P P
Q Q Q

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1. Represent the sets on a venn diagram
Given Set M = { a, b, c, d, e}
Set N = { a, e, }
M

a N
b
e
c

2. Getting information from the venn diagram

Find (i) M  N
(ii) M  N
(iii) M – N
(iv) n(M  N)
-A compiled exercise of ten numbers in the activity book.

Ref / exercise -MK.4 pg. 17 (old edition)

Topical assessment

: Lesson 3
Theme : Numeracy
Topic : Whole numbers up to 100,000
Sub topic : Review of P.3 work
Activities : counting numbers up to 99,999.
Finding place values of 5 digits
counting and filling in the missing numbers before and
after.
-using the abacus and a table to find place values.
Vocabulary: place value, thousands, hundreds, tens, ones and expand.
Content:
place value and value of whole numbers

1. Finding the place value of the given digits.

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 Hundred Ten Thousand Hundreds Tens Ones
Thousand thousand s
s s
7041 7 0 4 1
24,678 2 4 6 7 8
132,407 1 3 2 4 0 7
Identify place values using an abacus
2. What is the place value of 4 in
6 4 2

Ones
Tens  The place value of 4 is Tens
Hundreds

-More examples from the text books

-A compiled exercise of not less than ten numbers.

Ref: -
-Understanding mathematics primary 4, pg 17 & 18 , 21
-MK book 4 pg. 20, 19
-St. Bernard Maths book 4 pg. 13, 14, 15
Note: Emphasize counting numbers up to 99,999 in understanding
Mathematics book 4

Lesson 4:
Theme: Numeracy
Topic : Whole numbers
Sub topic : -value of whole numbers
Activities : identifying the position of numbers.
writing the values of each digit
solving the problem by multiplying
reading the numbers accurately.
CONTENT:
Value of wholes
Value = digit x place value

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1. Find the value of each of the digits in
H T O
6 7 2

2x1= 2
7 X 10 = 70
6 X 100 = 600
2. Find the value of 2 in 6204
Th H T O
6 2 0 4

2 x 100 = 200
Ref: St. Bernard book 4 pg 16 and 17
MK Book 4 pg 21 and 22

A compiled exercise of ten numbers in the activity book.

WK. 3: Lesson 5
Theme : Numeracy
Topic : Whole numbers
Sub topic : Application of place values and values of whole numbers
Activities : reading the questions.
interpreting the question
solving the problem through multiplying, adding,
dividing and subtracting
identifying the place values and values of numbers given

CONTENT:
Value of wholes
1. Find the sum of the value of 2 and 3 in the number 6234
Ths H T O
6 2 3 4

3 X 10 = 30 200
2 X 100 = 200 +30
230

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2. What is the value difference between the place value of 4 and the value of 6
in the number 36248
TThs Ths H T O
3 6 2 4 8

591
1
Tens = 10 6000
6 X 1000 = 6000 - 10
5990
Ref: Teachers own collection.
More examples in the activity book.

WK. 4 : Lesson 1&2

Theme : Numeracy
Topic : Whole numbers
Sub topic : Reading and writing whole numbers in words.
Activities : identifying the place value of numbers
reading numbers correctly
writing figures in words.

CONTENT:
1. Example
Write 6438 in words
Ths H T O
6 4 3 8

Thousan Hundreds Units

ds
6 4 38
643 8 Six thousand four hundred thirty-
eight.
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 More example.

REF: MTC bk 4 pg 22,

St. Bernard book 4 pg. 20
Understanding Maths book 4 pg. 14 and 15

WK. 4 : Lesson 3&4

Theme : Numeracy
Topic : Whole numbers
Sub topic : Writing numbers words in figures
Activities : Read and interpret the sentences
Identify their place value
Write numbers according to their place values.
CONTENT:
Example
1. Write forty four thousand two hundred fifty-six in figures.
Forty four thousand = 44,000
Two hundred = 200
Fifty six = + 56
44,256
Ref: MK Book 4 pg. 23
St. Bernard Book 4 pg. 22

More examples

A compiled exercise of not less than ten numbers.

.
WK. 4: Lesson 5
Theme : Numeracy
Topic : Whole numbers
Sub topic : Expanding wholes
Activities : identifying the place value of numbers
expanding numbers using places values and values
reading numbers.

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CONTENT:
1.Expand 7432 in place values form.
7432
Ones = 2 x 1
Tens = 3 x 10
Hundreds = 4 x 100
Thousands = 7 x 1000
(7 x 1000) + (4 x 100) + (3 x 10) + (2 x 1)
ii) Value form
Ths H T O
7 4 3 2 = 7000 + 400 + 30 + 2
Ref: MK book 4 pg. 24, St. Bernard book 4 pg. 18
More examples

WEEK 5 : MID TERM ONE EXAMINATION.

WK. 6 : Lesson 1
Theme : Numeracy
Topic : Whole numbers
Sub topic : writing the expanded numbers as single numeral
Activities : reading the numbers
identifying the place values
writing expanded numbers as single numeral
adding following the place values.
CONTENT
Example
Find the number which has been expanded
1. 4000 + 200 + 7 = 4,000
= 200
= + 7
4,207
2. (9 x 10,000) + (4 x 10) + (5 x 1000) + (6 x 1) + (7 x 100)
90,000 + 40 + 5000 + 6 + 700
90,000
5,000
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 700
40
+ 6
95,746

More example

WK. 6 : Lesson 2and 3

Theme : Numeracy
Topic : Whole numbers
Sub topic : Round off whole numbers
Activities : Describing the terms rounding up and down
identifying the place values of numbers and the
required place values.
Solving the problems when rounding off using number
lines up to 1000.
Emphasise using a number line
CONTENT
Example 1
1. (a) Round off 184 to the nearest tens.
184 = 180 + 4 (4 is less than half of 10 (5) so no change in tens.
(b)46 to the nearest tens.

40 41 42 43 44 45 46 47 48 49 50
46  50
(c) 54
The number is between 50 and 60
54
Ones four is nearer to zero than ten
Tens The required place value
= 50
+ 00
50
We add zero to the value of the required place value.

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 (d)T O
5 4
0
5 0 54  50

2. (a) Round off 142 to the nearest hundreds.

100 110 120 130 140 150 160 170 180 190 200

142  100

(b) Round off 142 to the nearest hundreds

142
ones
tens 40 is nearer to zero than hundreds
hundreds The required place value
We add zero to 100
= 100
+ 0
100
(b) Round off 1381 to the nearest 1000 (thousands)
Th H T O 1000 and 2000
One
s
Ten
s
Hundreds
300 in nearer to zero than
1000
Thousand (Required place value)1000
s + 0
1000

Th H T O
1 3 8 1
+0
10 0 0 1381  1000

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Ref : St Bernard Math book 4 page 24 – 26
-P.4 Math curriculum

WEEK 6 Lesson 4&5

Topic ROMAN NUMERALS
Sub topic : Roman numerals up to D
Activities : reading Roman numerals from 1 – D
writing Roman numeral symbols
interpreting Roman numeral symbols
Converting Hindu Arabic numbers to Roman numerals.
-matching Roman numerals to Hindu.
CONTENT
Roman numerals up to D. (500)
Basic Roman Numerals are
1–I 50 – L
5–V 100 – C
10 – X 500 – D

Roman numerals to 100

Hindu Roman
Arabic numerals
1 I
2 II
3 III
4 IV
5 V
6 VI
7 VII
8 VIII
9 IX
10 X

50 L
100 C
500 D
1000 M

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Roman numerals got by repeating.
e.g. 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 by adding
6=5+1 60 = 50 + 10
=V+1 =L +X
= VI = LX

7=5+2 700 = 500 + 200

= V + II = D + CC
= VII = DCC
Roman numerals by subtracting from 5, 50, 100, 500, 1000
4 = (1 subtracted from 5)
= IV
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 / Exercise
MK B. 4 pg. 33
Pri. MTC for Ug. Bk. 4 pg. 14 – 1

WK. 7 : Lesson 1&2

Theme : Numeracy
Topic : Whole numbers
Sub topic : Expressing Roman numerals to Hindu
Activities : Reviewing Hindu Arabic to Roman
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 Expanding numbers from Roman numerals into
Hindu Arabic
Converting into Hindu Arabic.
CONTENT
e.g
1. VI = V + I 2. XIV = X + IV 3. XXXIV = XXX + IV
=5+1 = 10 + 4 = 30 + 4
VI = 6 = 14 = 34

4. XLV = XL + V 5. XCVIII = XC + VIII

= 40 + 5 = 90 + 8
= 45 = 98
Ref / Exercise
MK Bk. 4 PG. 34
St. Bernard Bk. 4 PG. 27 – 28

Lesson 3 ;Topical exercise.

WK. 7 : Lesson 4
Theme : Numeracy
Topic : Operation of Numbers
Sub topic : Addition of whole numbers up to 5 digits.
Activities : Reviewing digits up to thousands.
Adding whole numbers up to 5 digits without
regrouping
Solving simple word problems involving addition.
reads and comprehends word problems
Vocabulary: addition, sum, total, more , increase, altogether,
subtraction, difference, reduce, less, many more, product, share etc.
CONTENT
Addition of 5 digits without regrouping.
Examples : Review
(1)4 2 8 + 131 (2) 78 + 510
428 510
+131 +78
559 588

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(2)5 digit numbers
1. 32320 + 14369
32320
+14369
46689

2. Alice carried 146 708 litres of milk in her car and her brother carried
23329 litres. How many litres did they carry altogether?
1 4 6 7 0 8l
+ 2 3 3 2 9 1l
3 7 9 9 9 9l

Ref / Exercise
Pr. MTC for Uganda Bk. 4 Pg 23
MK. BK. 4 Pg. 38 – 4
St. Bernard Bk. 4 Pg. 31 – 32
Understanding MTC bk 4 pg 30-34.

Lesson 5
Theme : Numeracy
Topic : Operation on whole numbers
Sub topic : Addition of 5 digit numbers with regrouping
Activities : Review addition without regrouping.
Counts and adds 5 digit numbers with regrouping
reads and comprehends simple word problems.
solves simple word problems involving regrouping

CONTENT
Review without regrouping
Adds 5 digit numbers and regroup.

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e.g.
1+
1. 18543 2. 2 4 5 6 8
+46127 + 4 3 3 1 4
24670 6 7 8 8 2
14 10 12

Simple word problems

Kamoga has shs. 35,500 and Kikoti has shs. 45,000. How much money do they
have altogether?
1+
Sh. 35,500
+ Sh. 45,000
Sh. 80,500
10

They have shs. 80,500

Ref / Exercise
St. Bernard Bk. 4 Pg. 32 – 35
Understanding MTC Bk. 4 33 - 34

WK. 8 : Lesson 1
Theme : Numeracy
Topic : Operation on whole numbers
Sub topic : Subtraction without regrouping
Activities : review subtraction up to 1000 (thousands).
Subtraction of 5 digit numbers without regrouping.
reading and comprehending word problems.
solving word problems without regrouping

CONTENT
Review subtraction without regrouping
e.g.

1 7 8 9 0 2. 6 8 9 8
–1 8 9 0 – 7 8 8

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 6 0 0 0 6 1 1 0

5 digit numbers without regrouping

e.g.
1. 7 6 5 4 8 2. 6 6 6 6 6
– 3 4 3 2 2 –5 3 4 5 2
4 2 2 2 6 1 3 2 1 4

Word problems
Ref / Exercise
St. Bernard MTC Bk. 4 Pg. 35 – 36
NB – Subtraction on number line has to be emphasized in home work.

WK. 8 : Lesson 2
Theme : Numeracy
Topic : Operation of numbers
Sub topic : Subtraction with regrouping
Activities : review subtraction without regrouping.
subtracting 5 digit numbers with regrouping.
reading and comprehending word problems.
solving word problems with regrouping
CONTENT
Review subtraction without regrouping.
1. 7 8 3 4 2. 9 8 0 5 7
– 2 5 3 4 –3 2 0 1 4
5 3 0 0 6 6 0 4 3
5 digit numbers with regrouping
e.g. 1. 64580 – 31234 2. 36528 – 12299
e.g.
7 4 11
1. 6 4 5 8 0 2. 3 6 5 12 8
– 3 1 2 3 4 –1 2 2 9 9
3 3 3 4 6 2 4 2 2 9

Word Problems

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Exercise. Prepared work.in the activity book
St. Bernard MTC Bk. 4 pg 37 – 38

Lesson 3
Theme : Numeracy
Topic : Operation on whole numbers
Sub topic : Multiplication up to 3 digits (0,10 and 100)
Activities : review P.3 multiplication of a digit.
arranging figures vertically.
multiplying 2 or 3 digits by 1 digit.
reading and comprehending word problems
Solving simple word problems
CONTENT
Mental work
Review (Quick)
e.g. 12 x 2 16 x 2 9x3

1+
12 16 9
x2 x 2 x 3
24 32 27

Multiplication of 3 to 4 digits
Exercise. Check place values.
1. 215 x 5 2. 1 3 6x8

2+ 2+ 4+
2 1 5 5 x 5 = 25 1 3 6
X 5 1x5=5+2=7 x 8
1075 2 x 5 = 10 1088
28 48

= 1075 = 1088

Ref:
St. Bernard Bk. 4 Pg. 40
Pri. Mtc MK Bk. 4 Pg. 46 – 47

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Understanding MTC Bk. 4 Pg. 41 – 43.
NB. Multiplying on number lines.

Lesson 4&5
Theme : Numeracy
Topic : Operation on whole numbers
Sub topic : Multiplication of 2 digits by 2.
Activities : reviewing previous work.
arranging digits in place values.
multiplying 2 digits by 2 numbers.
 comprehending and solving word problems
CONTENT
Mental work of multiplication by 0, 10 and 100
e.g. 12 x 0 = 0 5x0=0
12 x 10 = 120 5 x 10 = 50
12 x 100 = 1200 5 x 100 = 500
5 x 1000 = 5000
Multiplying by a 2 digit number

e.g. 14 x 13
1 4 1 4 1 4
x1 3 x 3 x 1
4 2 4 2 1 4
+1 4 0 12

1 8 2
= 182 OR

1+
1 4 4 x 3 = 12
x1 3 1x3=3+1=4
4 2
+1 4 1x4=4
1 8 2 1x1=1

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 Simple word problems
REFERENCE
ST. Bernard Bk. 4 Pg. 43
Mk Bk. 4 pg 50 – 51
Understanding Bk. 4 PG. 44 – 46

WK. 9 : Lesson 1& 2

Theme : Numeracy
Topic : Operation on whole numbers
Sub topic : Dividing 4 numbers by 1
Activities : reviewing simple division of P.3
drawing symbol of long division
identifying numbers to be divided
 dividing using the multiplication table
 dividing, multiplying and subtracting.

CONTENT
Review
40 ÷ 4 10 ÷ 2

1 x 4= 4

0 x 4= 0 0
0

Dividing bigger numbers by one digit.

e.g. 286 ÷ 2 2. 6488 ÷ 2
143
2 286 x 2 x 2
1 x 2= 2 2 1 2 3 x 2= 6 1 2
08 2 4 2 4
4 x 2= 8 -8 3 6 4 x 2= 8 -4 3 6
06 08
3 x 2= 6 4 8 -8 4 8
-6 3 x 2= 6
0 08
-8
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0
Word Problems
Ref / Exercise
St. Bernard Bk. 4 PG. 46 – 47
MK. Bk. 4 pg. 53 – 55

WK. 9 : Lesson 3&4

Theme : Numeracy
Topic : Operation on whole numbers
Sub topic : Dividing by 2 digit numerals.
Activities : reviewing lesson 2 and 3
dividing up to 4 digits by 2 numbers living no
remainder
solving word problems

CONTENT
E.g. 253 ÷ 11 = 23

-
33
- 33
0

2. 72048 ÷ 12 = 6004

4 ÷ 12=0
6 x 12= 72
0 x 12=0 00
0 x 12=0 0 -00
4 x 12=48 04 -048
-0 48
48
- 48
00

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Reference.
St. Bernard Bk. 4 pg. 47 – 48
Prepared activities.

WK. 9 : Lesson 5
Theme : Numeracy
Topic : Operation on whole numbers
Sub topic : Magic square
Activities: -Identifying 3 digits that gives the magic number.
Adding to get the magic number
finding values of letters using the magic number
Understanding the magic square.
CONTENT
Identify 3 numbers horizontally or vertically to get the sum or the magic
number
e.g. given the magic square below, find the values of the letter.
6 a 8
b 5 c
2 d 4

Find the magic number

Magic number = 2 + 5 + 8 = 15
Or = 6 + 5 + 4 = 15
Find the values of the letters a – d
(i) a = 15 – (6 + 8)
a = 15 – 14
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 a =1

(ii) b = 15 – (6 + 2)
= 15 – (8)
b=7

Ref/ Exercise
Teachers’ own collection
MK. BK. 3

WK. 10 : Lesson 1&2

Theme : Numeracy
Topic : Patterns and sequences
Sub topic : Finding multiples of numbers.
-forming patterns using shapes.
Activities : defines multiples
Reciting tables
finding multiples of given numbers
listing multiples of given numbers.

CONTENT
Pupils will recite tables commonly known i.e. 2, 5, 10, 11, 12.
A multiple is the product got after multiplying factors
e.g. 6 is a multiple of 2 and 3 since
2 x 3 = 6 then 2 and 3 are factors of 6
18 is a multiple of 1, 3, 6, 9 and 2.
i.e. 1 x 18 = 18
2 x 9 = 18
3 x 6 = 18

List down all multiples of 5 less than 27.

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M5 = 1x5= 5
2 x 5 = 10
3 x 5 = 15
4 x 5 = 20
5 x 5 = 25

 M5 less than 27 = 5, 10, 15, 20, 25

List multiples of 10 less than 70.

M10 = 1 x 10 = 10
2 x 10= 20
3 x 10 = 30
4 x 10 = 40
5 x 10 = 50
6 x 10 = 60
 M10 less than 70 = 10, 20, 30, 40, 50, 60
Ref / Exercise
MK. Bk. 4 Pg. 67
Understanding Maths pg. 97 – 101
Tr’s own collection

WK. 10 : Lesson 3
Theme : Numeracy
Topic : Patterns and sequences
Sub topic : Finding the lowest Common Multiple.
Activities : Identifying multiples given
Identifying Common multiples
Finding the Lowest Common multiples

CONTENT
Recitation of tables 1 – 12
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i.e.  2, 3, 4, 5, 6, 7, 8
Finding multiples of given tables
Identifying common multiples
Listing common multiples
Identifying the LCM
e.g. (1) List down 7 multiples of 6 and 3
  
M6 = 6, 12, 18, 24, 30, 36
  
M3 = 3, 6, 9, 12, 15, 18, 21
2. Find the common multiples of 6 and 3 from the above.
Common multiples
= 6, 12, 18
3. Find the LCM of 6 and 3 from the above in No. 2
LCM of 6 and 3 is 6

Ref / Exercise
Understanding MTC Bk. 4 PG. 103
MK MTC bk. 4 Pg. 67

WK. 10 : Lesson 4
Theme : Numeracy
Topic : Patterns and sequences
Sub topic : Factors
Activities :  working out to find factors.
listing factors of given numbers

CONTENT
Factors are numbers multiplied to give a particular product.
e.g. List down factors of 6
1x6=6 6 is the product
2x3=6 1, 2, 3, 6 are factors
F6 = 1, 2, 3, 6
e.g. List down all factors of 12
1 x 12 = 6 12 is the product
2x6 = 12 1, 2, 3, 4, 6, 12 are factors

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 3x4 = 12
F12 = 1, 2, 3, 4, 6, 12
NB. 1 is a first factor of every number and it has one factor which is itself.
Ref / Exercise
Understanding Bk. 4 pg. 93 – 96
Mk. Bk. 4 Pg. 73 – 74 – 75

WK. 10 : Lesson 5
Theme : Numeracy
Topic : Patterns and sequences
Sub topic : Greatest Common Factors
Activities :  listing factors (Review).
identifying the common factors
Identifying the biggest factor of all
writing the Greatest Common Factors.
CONTENT
GCF is the biggest of all the common factors.
e.g. Find the GCF of 12 and 15
F12 F15
1 x 12= 12 1 x 15 = 15
2 x 6 = 12 3 x 5 = 15

3 x 4 = 12 F15 = 1, 3, 5, 15,

F12 = 1, 2, 
3, 4, 6, 12


Common factors = 1, 3
GCF = 3
Ref / Activity
MK. Bk. 5

WK. 11 : Lesson 1&2

Theme : Numeracy
Topic : Patterns and sequence
Sub topic : Types of numbers
Activities :  listing different types of numbers.
discussing different types of numbers.
- counting to find the next missing number.

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 - following the sequence.

CONTENT
(1)Whole numbers
These are numbers from 1 – infinite
e.g. 0, 1, 2, 4, 5, 6, 7
(2)Counting numbers
These are numbers from 1 to infinite.
e.g. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, ___
(3)Even numbers
These are numbers which are exactly divisible by 2 and leaves 0 as a
remainder (no remainder)
e.g. 2, 4, 6, 8, 10, 12, 14, 6, ___
First even number is 2
(4)Odd numbers
These are numbers which are not exactly divisible by 2 and they leave
remainders.
e.g. 1, 3, 5, 7, 9, 11, 13, 15, 17, 19, ___
(5)Prime numbers
These are numbers with 2 factors. 1 and itself.
e.g. Prime factors less than 50 are
2, 3, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47.
(6)Composite numbers
These are numbers with more than two factors.
e.g. 4, 6, 8, 9, 10, 12, 14, 15, ……
Exercises
Ref: St. Bernard Bk. 4 pg. 55-59
Supplementary MTC bk. 4

WK. 11 : Lesson 3
Theme : Numeracy
Topic : Patterns and sequence
Sub topic : Number sequences
Activities :  counting to find next numbers .
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 working out to find next number in the sequence.
writing next number in the sequence
following the pattern in the sequence

CONTENT
Sequence

1. What is the next number in the sequence?

2, 6, 10, 14, 18, 22
18
+4 +4 +4 +4 +4 +4
22
2.Find the next number in the sequence.
21, 18, 15, 12, 9 12
-3 -3 -3 -3 -3
9
3.Find the missing number
2, 3, 5, 7, 11 (Prime numbers)

Ref / Exercise
-Understanding MTC Bk. 4 pg. 83
-St. Bernard Bk. 4 pg. 59 – 60
-MK MTC Bk. 4 Pg. 68

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