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SCHEME OF WORK
Mathematics
Grade 5 2025
TERM III
School


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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
3 1
Measurement
Time - Second as a unit of time
By the end of the lesson, the learner should be able to:

- Identify the second as a unit of measuring time
- Demonstrate skills in identifying second
- Appreciate second as a unit of time
- Discuss and identify second hand from a clock
- Carry out activities taking 10 seconds and relate to 1 second
- Measure time taken to do various activities in seconds
How can we read and tell time?
Oxford Let's Do Mathematics, pg. 138
Analog clocks
Stop watches
- Observation - Oral questions - Written exercises
3 2-3
Measurement
Time - Second as a unit of time
Time - Relationship between minute and second
By the end of the lesson, the learner should be able to:

- Identify the second as a unit of measuring time
- Demonstrate skills in identifying second
- Appreciate second as a unit of time

- Identify the relationship between minute and second
- Demonstrate skills in establishing relationship between units
- Show interest in the relationship between units
- Discuss and identify second hand from a clock
- Carry out activities taking 10 seconds and relate to 1 second
- Measure time taken to do various activities in seconds
- Establish the relationship between seconds and minute using a clock or stopwatch
- Count the number of seconds in one minute
- Work in groups to verify the relationship
How can we read and tell time?
How many seconds make one minute?
Oxford Let's Do Mathematics, pg. 138
Analog clocks
Stop watches
Oxford Let's Do Mathematics, pg. 139
Analog clocks
Stop watches
- Observation - Oral questions - Written exercises
3 4
Measurement
Time - Converting minutes to seconds
By the end of the lesson, the learner should be able to:

- Convert minutes to seconds
- Demonstrate skills in converting units of time
- Appreciate converting units of time
- Convert minutes to seconds using the relationship between the units
- Solve problems involving conversion from minutes to seconds
- Work in groups to convert various time measurements
How do we convert minutes to seconds?
Oxford Let's Do Mathematics, pg. 140
Conversion charts
- Observation - Oral questions - Written exercises
3 5
Measurement
Time - Converting minutes to seconds
By the end of the lesson, the learner should be able to:

- Convert minutes to seconds
- Demonstrate skills in converting units of time
- Appreciate converting units of time
- Convert minutes to seconds using the relationship between the units
- Solve problems involving conversion from minutes to seconds
- Work in groups to convert various time measurements
How do we convert minutes to seconds?
Oxford Let's Do Mathematics, pg. 140
Conversion charts
- Observation - Oral questions - Written exercises
4 1
Measurement
Time - Converting seconds to minutes
By the end of the lesson, the learner should be able to:

- Convert seconds to minutes
- Demonstrate skills in converting units of time
- Show interest in converting units of time
- Convert seconds to minutes using the relationship between the units
- Solve problems involving conversion from seconds to minutes
- Work in groups to convert various time measurements
How do we convert seconds to minutes?
Oxford Let's Do Mathematics, pg. 141
Conversion charts
- Observation - Oral questions - Written exercises
4 2-3
Measurement
Time - Addition of time
By the end of the lesson, the learner should be able to:

- Add minutes and seconds with conversion
- Demonstrate skills in adding time measurements
- Appreciate addition of time measurements
- Add minutes and seconds with conversion where necessary
- Solve problems involving addition of time
- Work in groups to solve addition problems involving time
How do we add measurements of time?
Oxford Let's Do Mathematics, pg. 142
Place value charts
- Observation - Oral questions - Written exercises
4 4
Measurement
Time - Subtraction of time
By the end of the lesson, the learner should be able to:

- Subtract minutes and seconds with conversion
- Demonstrate skills in subtracting time measurements
- Show interest in subtraction of time measurements
- Subtract minutes and seconds with conversion where necessary
- Solve problems involving subtraction of time
- Work in groups to solve subtraction problems involving time
How do we subtract measurements of time?
Oxford Let's Do Mathematics, pg. 143
Place value charts
- Observation - Oral questions - Written exercises
4 5
Measurement
Time - Multiplication of time
By the end of the lesson, the learner should be able to:

- Multiply minutes and seconds by whole numbers
- Demonstrate skills in multiplying time measurements
- Appreciate multiplication of time measurements
- Multiply minutes and seconds by whole numbers
- Solve problems involving multiplication of time measurements
- Work in groups to solve multiplication problems
How do we multiply measurements of time?
Oxford Let's Do Mathematics, pg. 144
Number cards
- Observation - Oral questions - Written exercises
5 1
Measurement
Time - Division of time
By the end of the lesson, the learner should be able to:

- Divide minutes and seconds by whole numbers
- Demonstrate skills in dividing time measurements
- Show interest in division of time measurements
- Divide minutes and seconds by whole numbers
- Solve problems involving division of time measurements
- Work in groups to solve division problems
How do we divide measurements of time?
Oxford Let's Do Mathematics, pg. 145
Number cards
- Observation - Oral questions - Written exercises
5 2-3
Measurement
Time - Division of time
Time - Problem solving with time
By the end of the lesson, the learner should be able to:

- Divide minutes and seconds by whole numbers
- Demonstrate skills in dividing time measurements
- Show interest in division of time measurements

- Solve problems involving time
- Demonstrate skills in applying time concepts
- Appreciate problem solving with time
- Divide minutes and seconds by whole numbers
- Solve problems involving division of time measurements
- Work in groups to solve division problems
- Solve word problems involving time
- Apply time concepts in real-life contexts
- Work in groups to solve various problems
How do we divide measurements of time?
How do we use time measurements in real life?
Oxford Let's Do Mathematics, pg. 145
Number cards
Oxford Let's Do Mathematics, pg. 146
Word problem cards
- Observation - Oral questions - Written exercises
5 4
Measurement
Time - Problem solving with time
By the end of the lesson, the learner should be able to:

- Solve problems involving time
- Demonstrate skills in applying time concepts
- Appreciate problem solving with time
- Solve word problems involving time
- Apply time concepts in real-life contexts
- Work in groups to solve various problems
How do we use time measurements in real life?
Oxford Let's Do Mathematics, pg. 146
Word problem cards
- Observation - Oral questions - Written exercises
5 5
Measurement
Time - Reading digital time
By the end of the lesson, the learner should be able to:

- Read time in seconds from a digital clock
- Demonstrate skills in reading digital time
- Show interest in reading digital time
- Use digital devices to read time in seconds
- Compare analog and digital time
- Work in groups to read and record time from digital devices
What are the advantages of digital clocks?
Oxford Let's Do Mathematics, pg. 147
Digital clocks
Digital watches
- Observation - Oral questions - Written exercises
6 1
Measurement
Money - Budget concept
By the end of the lesson, the learner should be able to:

- Explain the term budget
- Demonstrate skills in understanding budgets
- Appreciate the concept of budgeting
- Discuss meaning of a budget
- Prepare a budget of about 5 items that can be found in the classroom model shop
- Work in groups to create simple budgets
How do you spend your money?
Oxford Let's Do Mathematics, pg. 149
Model shop items
Price lists
- Observation - Oral questions - Written exercises
6 2-3
Measurement
Money - Budget concept
Money - Importance of budgeting
By the end of the lesson, the learner should be able to:

- Explain the term budget
- Demonstrate skills in understanding budgets
- Appreciate the concept of budgeting

- Identify the importance of a budget
- Demonstrate skills in understanding importance of budgeting
- Show interest in budgeting
- Discuss meaning of a budget
- Prepare a budget of about 5 items that can be found in the classroom model shop
- Work in groups to create simple budgets
- Discuss importance of a budget
- Identify benefits of making budgets
- Work in groups to discuss the importance of budgeting in different situations
How do you spend your money?
Why is budgeting important in managing money?
Oxford Let's Do Mathematics, pg. 149
Model shop items
Price lists
Oxford Let's Do Mathematics, pg. 150
Budget samples
- Observation - Oral questions - Written exercises
6 4
Measurement
Money - Importance of budgeting
By the end of the lesson, the learner should be able to:

- Identify the importance of a budget
- Demonstrate skills in understanding importance of budgeting
- Show interest in budgeting
- Discuss importance of a budget
- Identify benefits of making budgets
- Work in groups to discuss the importance of budgeting in different situations
Why is budgeting important in managing money?
Oxford Let's Do Mathematics, pg. 150
Budget samples
- Observation - Oral questions - Written exercises
6 5
Measurement
Money - Tax concept
By the end of the lesson, the learner should be able to:

- Explain meaning of tax
- Demonstrate skills in understanding tax concept
- Appreciate the concept of taxation
- Discuss meaning of tax
- Study receipts from sales to identify amount of taxes paid
- Work in groups to understand different types of taxes
What is the importance of paying taxes?
Oxford Let's Do Mathematics, pg. 151
Sales receipts
- Observation - Oral questions - Written exercises
7 1
Measurement
Money - Importance of taxation
By the end of the lesson, the learner should be able to:

- Identify importance of tax to the governments
- Demonstrate skills in understanding importance of taxation
- Show interest in taxation
- Discuss importance of taxes to the governments
- Identify services provided using tax money
- Work in groups to discuss the importance of taxation in society
How do taxes benefit society?
Oxford Let's Do Mathematics, pg. 152
Charts showing government services
- Observation - Oral questions - Written exercises
7 2-3
Measurement
Money - Importance of taxation
Money - Banking services
By the end of the lesson, the learner should be able to:

- Identify importance of tax to the governments
- Demonstrate skills in understanding importance of taxation
- Show interest in taxation

- Identify services provided by banks
- Demonstrate skills in understanding banking services
- Appreciate services provided by banks
- Discuss importance of taxes to the governments
- Identify services provided using tax money
- Work in groups to discuss the importance of taxation in society
- Discuss provision of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks
- Work in groups to identify different banking services
How do taxes benefit society?
What services do banks provide?
Oxford Let's Do Mathematics, pg. 152
Charts showing government services
Oxford Let's Do Mathematics, pg. 153
Charts showing banking services
- Observation - Oral questions - Written exercises
7 4
Measurement
Money - Electronic banking
By the end of the lesson, the learner should be able to:

- Identify electronic banking services
- Demonstrate skills in understanding electronic banking
- Show interest in electronic banking
- Use digital devices to learn how to transfer money from one person to another as part of bank services
- Discuss advantages of electronic banking
- Work in groups to identify different electronic banking services
How has technology changed banking services?
Oxford Let's Do Mathematics, pg. 154
Charts showing electronic banking
- Observation - Oral questions - Written exercises
7 5
Measurement
Money - Electronic banking
By the end of the lesson, the learner should be able to:

- Identify electronic banking services
- Demonstrate skills in understanding electronic banking
- Show interest in electronic banking
- Use digital devices to learn how to transfer money from one person to another as part of bank services
- Discuss advantages of electronic banking
- Work in groups to identify different electronic banking services
How has technology changed banking services?
Oxford Let's Do Mathematics, pg. 154
Charts showing electronic banking
- Observation - Oral questions - Written exercises
8 1
Measurement
Money - Saving wisely
By the end of the lesson, the learner should be able to:

- Identify factors to consider in order to save wisely
- Demonstrate skills in understanding saving concepts
- Appreciate saving as a financial practice
- Brainstorm on factors to consider when saving money and share with others
- Discuss different methods of saving
- Work in groups to explore different saving options
Why is saving money important?
Oxford Let's Do Mathematics, pg. 155
Charts showing saving methods
- Observation - Oral questions - Written exercises
8 2-3
Measurement
Money - Financial literacy
By the end of the lesson, the learner should be able to:

- Apply budgeting, banking, and saving concepts
- Demonstrate skills in financial literacy
- Show interest in financial literacy
- Apply concepts of budgeting, banking, and saving in simulated situations
- Create personal financial plans
- Work in groups to solve financial problems
How can good financial habits help us in life?
Oxford Let's Do Mathematics, pg. 156
Budget templates
Financial literacy charts
- Observation - Oral questions - Written exercises
8 4
Geometry
Lines - Horizontal and vertical lines
Lines - Drawing horizontal and vertical lines
By the end of the lesson, the learner should be able to:

- Identify horizontal and vertical lines in different situations
- Demonstrate skills in identifying horizontal and vertical lines
- Appreciate the use of horizontal and vertical lines in real life
- Identify lines in the classroom and within the environment
- Describe lines in the environment and identify them as horizontal and vertical lines
- Work in groups to identify horizontal and vertical lines in the environment
Where are horizontal and vertical lines used?
Oxford Let's Do Mathematics, pg. 157
Rulers
Charts showing lines
Oxford Let's Do Mathematics, pg. 158
Drawing materials
- Observation - Oral questions - Written exercises
8 5
Geometry
Lines - Perpendicular lines
By the end of the lesson, the learner should be able to:

- Identify perpendicular lines in different situations
- Demonstrate skills in identifying perpendicular lines
- Appreciate the use of perpendicular lines in real life
- Look at objects around the classroom and school compound
- Identify which lines meet or cross at right angles
- Work in groups to identify perpendicular lines in the environment
Where are perpendicular lines used?
Oxford Let's Do Mathematics, pg. 159
Rulers
Set squares
Charts showing lines
- Observation - Oral questions - Written exercises
9 1
Geometry
Lines - Drawing perpendicular lines
By the end of the lesson, the learner should be able to:

- Draw perpendicular lines
- Demonstrate skills in drawing perpendicular lines
- Show interest in drawing perpendicular lines
- Use a ruler and a set square to draw perpendicular lines
- Use perpendicular lines to draw different structures in the environment
- Work in groups to draw and identify perpendicular lines
How do we draw perpendicular lines accurately?
Oxford Let's Do Mathematics, pg. 160
Rulers
Set squares
Drawing materials
- Observation - Oral questions - Written exercises
9 2-3
Geometry
Lines - Parallel lines
Lines - Drawing parallel lines
Angles - Making turns to form angles
By the end of the lesson, the learner should be able to:

- Identify parallel lines in different situations
- Demonstrate skills in identifying parallel lines
- Appreciate the use of parallel lines in real life

- Draw parallel lines
- Demonstrate skills in drawing parallel lines
- Show interest in drawing parallel lines
- Look at objects around the classroom and school compound
- Identify which lines can never meet even when extended
- Work in groups to identify parallel lines in the environment
- Use a ruler and a set square to draw parallel lines
- Use parallel lines to draw different structures in the environment
- Work in groups to draw and identify parallel lines
Where are parallel lines used?
How do we draw parallel lines accurately?
Oxford Let's Do Mathematics, pg. 160
Rulers
Charts showing lines
Oxford Let's Do Mathematics, pg. 161
Rulers
Set squares
Drawing materials
Oxford Let's Do Mathematics, pg. 162
Clock faces
Directional maps
- Observation - Oral questions - Written exercises
9 4
Geometry
Angles - Uses of angles
By the end of the lesson, the learner should be able to:

- Identify the use of angles in the environment
- Demonstrate skills in identifying uses of angles
- Show interest in the uses of angles
- Look at the variety of structures and objects around
- Identify the use of angles in the structures or objects
- Work in groups to identify and discuss uses of angles in different contexts
Where are angles used in the environment?
Oxford Let's Do Mathematics, pg. 163
Various objects with angles
Pictures showing angles
- Observation - Oral questions - Written exercises
9 5
Geometry
Angles - Measuring angles using a unit angle
By the end of the lesson, the learner should be able to:

- Measure angles using a unit angle
- Demonstrate skills in measuring angles
- Appreciate measuring angles
- Trace and cut out a unit angle
- Use the unit angle to measure the size of various angles
- Work in groups to measure angles using the unit angle
How can we measure angles without a protractor?
Oxford Let's Do Mathematics, pg. 164
Unit angle templates
Paper
Scissors
- Observation - Oral questions - Written exercises
10 1
Geometry
Angles - Degree as a unit of measuring angle
By the end of the lesson, the learner should be able to:

- Identify the degree as a unit of measuring angle
- Demonstrate skills in understanding degree measure
- Show interest in degree as a unit of angle
- Draw a half circle and place unit angles on it
- Subdivide the unit angle using the smallest divisions of the protractor
- Determine how many degrees make the unit angle
- Work in groups to understand the degree measure
What is a degree in angle measurement?
Oxford Let's Do Mathematics, pg. 165
Protractors
Unit angle templates
- Observation - Oral questions - Written exercises
10 2-3
Geometry
Angles - Reading a protractor
By the end of the lesson, the learner should be able to:

- Read a protractor as a tool for measuring angles
- Demonstrate skills in using a protractor
- Appreciate protractor as a tool for measuring angles
- Examine a protractor and identify its parts
- Learn how to place a protractor on angles for measurement
- Identify the inner and outer scales on the protractor
- Work in groups to practice reading protractors
How do we read a protractor correctly?
Oxford Let's Do Mathematics, pg. 166
Protractors
Angle charts
- Observation - Oral questions - Written exercises
10 4
Geometry
Angles - Measuring angles in degrees
By the end of the lesson, the learner should be able to:

- Measure angles in degrees
- Demonstrate skills in measuring angles
- Show interest in measuring angles in degrees
- Use a protractor to measure given angles
- Record the measurements in degrees
- Work in groups to measure various angles and share results
How do we measure angles using a protractor?
Oxford Let's Do Mathematics, pg. 167
Protractors
Angle charts
- Observation - Oral questions - Written exercises
10 5
Geometry
Angles - Measuring angles in degrees
By the end of the lesson, the learner should be able to:

- Measure angles in degrees
- Demonstrate skills in measuring angles
- Show interest in measuring angles in degrees
- Use a protractor to measure given angles
- Record the measurements in degrees
- Work in groups to measure various angles and share results
How do we measure angles using a protractor?
Oxford Let's Do Mathematics, pg. 167
Protractors
Angle charts
- Observation - Oral questions - Written exercises
11 1
Geometry
3-D Objects - 3-D objects in the environment
By the end of the lesson, the learner should be able to:

- Describe 3-D objects in the environment
- Demonstrate skills in identifying 3-D objects
- Appreciate 3-D objects in the environment
- Identify and collect objects that are cubes, cuboids, cylinders, spheres and pyramids
- Discuss the properties of each 3-D object
- Work in groups to identify 3-D objects in the environment
Where are 3-D objects used in the environment?
Oxford Let's Do Mathematics, pg. 168
3-D objects (cubes, cuboids, cylinders, spheres, pyramids)
- Observation - Oral questions - Written exercises
11 2-3
Geometry
3-D Objects - Cubes and cuboids
By the end of the lesson, the learner should be able to:

- Describe 2-D shapes in cubes and cuboids
- Demonstrate skills in identifying 2-D shapes in 3-D objects
- Show interest in identifying 2-D shapes in 3-D objects
- Get objects that look like cubes and cuboids
- Identify 2-D shapes on these objects
- Work in groups to identify and count the number of each 2-D shape in cubes and cuboids
What 2-D shapes can we see in cubes and cuboids?
Oxford Let's Do Mathematics, pg. 169
Cubes
Cuboids
- Observation - Oral questions - Written exercises
11 4
Geometry
3-D Objects - Cylinders and spheres
By the end of the lesson, the learner should be able to:

- Describe 2-D shapes in cylinders and spheres
- Demonstrate skills in identifying 2-D shapes in 3-D objects
- Appreciate 2-D shapes in 3-D objects
- Get objects that look like cylinders and spheres
- Identify 2-D shapes on these objects
- Work in groups to identify and count the number of each 2-D shape in cylinders and spheres
What 2-D shapes can we see in cylinders and spheres?
Oxford Let's Do Mathematics, pg. 170
Cylinders
Spheres
- Observation - Oral questions - Written exercises
11 5
Geometry
3-D Objects - Pyramids
By the end of the lesson, the learner should be able to:

- Describe 2-D shapes in pyramids
- Demonstrate skills in identifying 2-D shapes in 3-D objects
- Show interest in identifying 2-D shapes in 3-D objects
- Get objects that look like pyramids
- Identify 2-D shapes on these objects
- Work in groups to identify and count the number of each 2-D shape in pyramids
What 2-D shapes can we see in pyramids?
Oxford Let's Do Mathematics, pg. 171
Pyramids
- Observation - Oral questions - Written exercises
12 1
Data Handling
Data Representation - Collecting data
By the end of the lesson, the learner should be able to:

- Collect data of about 30 items relating to real experiences
- Demonstrate skills in collecting data
- Appreciate the process of data collection
- Choose favorite colors, sports, or other categories
- Collect data involving day to day experiences
- Work in groups to collect data on different topics
Why is representing data in tables important?
Oxford Let's Do Mathematics, pg. 172
Data collection sheets
- Observation - Oral questions - Written exercises
12 2-3
Data Handling
Data Representation - Collecting data
Data Representation - Recording data in tables
By the end of the lesson, the learner should be able to:

- Collect data of about 30 items relating to real experiences
- Demonstrate skills in collecting data
- Appreciate the process of data collection

- Draw a table to record data from real life
- Demonstrate skills in recording data in tables
- Show interest in organizing data in tables
- Choose favorite colors, sports, or other categories
- Collect data involving day to day experiences
- Work in groups to collect data on different topics
- Prepare data collection and recording tools
- Record collected data on books or charts
- Work in groups to organize data in tables
Why is representing data in tables important?
How do we organize data in tables?
Oxford Let's Do Mathematics, pg. 172
Data collection sheets
Oxford Let's Do Mathematics, pg. 173
Data collection sheets
Chart paper
- Observation - Oral questions - Written exercises
12 4
Data Handling
Data Representation - Recording data in tables
By the end of the lesson, the learner should be able to:

- Draw a table to record data from real life
- Demonstrate skills in recording data in tables
- Show interest in organizing data in tables
- Prepare data collection and recording tools
- Record collected data on books or charts
- Work in groups to organize data in tables
How do we organize data in tables?
Oxford Let's Do Mathematics, pg. 173
Data collection sheets
Chart paper
- Observation - Oral questions - Written exercises
12 5
Data Handling
Data Representation - Drawing tally marks
By the end of the lesson, the learner should be able to:

- Draw tally marks of the collected data
- Demonstrate skills in using tally marks
- Appreciate the use of tally marks in data representation
- Discuss how to draw tally marks for data
- Represent collected data using tally marks
- Work in groups to record data using tally marks
Why do we use tally marks to represent data?
Oxford Let's Do Mathematics, pg. 174
Data collection sheets
Chart paper
- Observation - Oral questions - Written exercises
13 1
Data Handling
Data Representation - Frequency tables
By the end of the lesson, the learner should be able to:

- Prepare a frequency table to represent data
- Demonstrate skills in creating frequency tables
- Show interest in representing data using frequency tables
- Discuss how to prepare frequency tables
- Convert tally marks into frequencies
- Work in groups to create frequency tables from collected data
How do we create frequency tables?
Oxford Let's Do Mathematics, pg. 175
Data collection sheets
Chart paper
- Observation - Oral questions - Written exercises
13 2-3
Data Handling
Data Representation - Frequency tables
Data Representation - Interpreting data
By the end of the lesson, the learner should be able to:

- Prepare a frequency table to represent data
- Demonstrate skills in creating frequency tables
- Show interest in representing data using frequency tables

- Interpret data represented by frequency tables
- Demonstrate skills in interpreting data
- Appreciate interpretation of data from tables
- Discuss how to prepare frequency tables
- Convert tally marks into frequencies
- Work in groups to create frequency tables from collected data
- Study frequency tables and analyze the information
- Answer questions based on the data in the tables
- Work in groups to interpret different sets of data
How do we create frequency tables?
How do we interpret data from frequency tables?
Oxford Let's Do Mathematics, pg. 175
Data collection sheets
Chart paper
Oxford Let's Do Mathematics, pg. 176
Data tables
Chart paper
- Observation - Oral questions - Written exercises
13 4
Data Handling
Data Representation - Application of data
By the end of the lesson, the learner should be able to:

- Apply data handling skills in real life situations
- Demonstrate skills in applying data concepts
- Show interest in applying data handling in real life
- Collect, organize, and interpret data from real life situations
- Apply data handling skills to solve problems
- Work in groups to conduct mini data projects
How do we use data handling in our daily lives?
Oxford Let's Do Mathematics, pg. 177
Data collection sheets
Chart paper
- Observation - Oral questions - Written exercises
13 5
Data Handling
Data Representation - Application of data
By the end of the lesson, the learner should be able to:

- Apply data handling skills in real life situations
- Demonstrate skills in applying data concepts
- Show interest in applying data handling in real life
- Collect, organize, and interpret data from real life situations
- Apply data handling skills to solve problems
- Work in groups to conduct mini data projects
How do we use data handling in our daily lives?
Oxford Let's Do Mathematics, pg. 177
Data collection sheets
Chart paper
- Observation - Oral questions - Written exercises

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