2. By the end of the sub strand, the learner should be
able to:
• By the end of the sub strand, the learner should be able to:
• identify materials for data collection and recording in real life
situations,
• collect data of at most 10 items within the school environment,
• draw a table for recording data,
• record data in the table
• interpret the raw data from the table,
• appreciate use of tables in representing data in
• real life situations.
3. COLLECTING DATA
• Example:
• Let's say we're collecting data on the favorite fruits of students
in a class. We ask each student to choose their favorite fruit and
record the responses:
• Emma: Apple
• Liam: Banana
• Ava: Orange
• Noah: Apple
• Sophia: Banana
4. ASSESSMENT
1.How many students chose apples as their favorite fruit?
2.Which fruit was chosen the least as a favorite?
3.How many different types of fruits were chosen?
4.If we make a bar graph of the data, which fruit would have the
longest bar?
5.If Sophia changes her favorite fruit to apple, how many
students will then have apple as their favorite fruit?
5. ORGANIZING DATA
• Example:
• Let's say we have a list of the favorite colors of students in a class. We
can organize this data in a table:
Student Name Favorite Color
Emma Blue
Liam Red
Ava Green
Noah Blue
Sophia Yellow
6. ASSESSMENT
1.How many students chose blue as their favorite color?
2.Which color was chosen the most as a favorite?
3.How many students participated in the survey?
4.If each student represents a fraction of the whole class,
what fraction chose green as their favorite color?
5.If Noah changes his favorite color to green, how many
students will then have green as their favorite color?
7. SHOWING DATA USING TALLY MARKS
EXAMPLE:
• Suppose we want to track the number of times each student in a class
answered a question correctly during a quiz. We can use tally marks to
represent the data:
• Emma: ||| 3
• Liam: || 2
• Ava: ||||| 5
• Noah: |||| 4
• Sophia: |||| 4
8. ASSESSMENT
1.How many times did Ava answer a question correctly?
2.Who answered the fewest questions correctly?
3.What is the total number of correct answers given by all
students?
4.If each correct answer earns a point, how many points did
Noah earn?
5.If Sophia answers two more questions correctly, how many
tally marks will she have in total?
9. SHOWING DATA USING TABLES
• Example:
• Suppose we have a table showing the number of books read by
students in a class:
Student Name Number of Books Read
Emma 7
Liam 5
Ava 9
Noah 6
Sophia 8
10. ASSESSMENT
1.How many books did Ava read?
2.Who read the fewest books?
3.What is the total number of books read by all students?
4.If each book costs Ksh2, how much money did Liam spend on
books?
5.If Sophia reads 3 more books, how many books will she have
read in total?
11. INTERPRETING TABLES
Fruit Apples Bananas Oranges
Monday 15 10 8
Tuesday 20 12 6
Wednesday 18 15 10
Example:
Suppose we have a table showing the number of fruits sold at a fruit stand:
From this table, we can see how many of each type of fruit was sold on each day.
12. ASSESSMENT
1.On Tuesday, how many more apples were sold than oranges?
2.How many bananas were sold in total on Monday and
Wednesday?
3.What was the total number of oranges sold on all three days?
4.Which day had the fewest total fruit sales?
5.On which day were the most apples sold?
14. By the end of the sub strand, thelearner should be
able to:
• By the end of the sub strand, the learner should be able to:
• Represent information using letters in real life situations,
• Form simple expressions to represent real life situations,
• Simplify expressions representing real life situations,
• Appreciate the use of expressions.
15. USING LETTERS TO REPRESENT NUMBERS
• Example:
• Imagine we have a situation where we want to find the total number
of candies. We can use the letter "C" to represent the number of
candies. For example, if we have 5 candies, we can write it as "C =
5".
• Question:
• If "A" represents the number of apples and "A = 7", and "B"
represents the number of bananas and "B = 3", what is the total
number of fruits represented by "A + B"?
• So, the question for the grade 4 pupil is: If A = 7 and B = 3, what is
the total number of fruits represented by "A + B"?
16. FORMING ALGEBRAIC EXPRESSION
(a) Forming algebraic expression involving addition
• Example:
• Imagine Jack has 5 marbles, and his cousin gives him 3 more marbles.
To express this situation as an algebraic expression, we can add the
number of marbles Jack already has to the number of marbles his
cousin gives him:
• Algebraic expression: Marbles Jack has + marbles his cousin gives him
Algebraic expression: 5 + 3
• So, the algebraic expression representing this situation is 5 + 3.
17. ASSESSMENT
1. Emma has 4 pencils, and her teacher gives her 2 more pencils. Write an
algebraic expression to represent the total number of pencils Emma has.
2. Liam has 7 stickers, and he buys 5 more stickers from the store. Write an
algebraic expression to represent the total number of stickers Liam has.
3. Sophia has 6 candies, and her friend gives her 3 more candies. Write an
algebraic expression to represent the total number of candies Sophia
has.
4. Oliver has 8 balloons, and his brother gives him 4 more balloons. Write
an algebraic expression to represent the total number of balloons Oliver
has.
5. Mia has 10 apples, and she finds 2 more apples in her basket. Write an
algebraic expression to represent the total number of apples Mia has.
18. FORMING ALGEBRAIC EXPRESSION
•Forming algebraic expression involving
subtraction
•Example
• Suppose Mia has 8 candies, and she gives 3 candies to her friend. To
express this situation as an algebraic expression, we can subtract the
number of candies Mia gives away from the total number of candies she
has:
• Algebraic expression: Total candies - candies given away Algebraic
expression: 8 - 3
• So, the algebraic expression representing this situation is 8 - 3.
19. FORMING ALGEBRAIC EXPRESSION
(C) Forming algebraic expression involving multiplication.
• Example
Sophia has a rectangle with a length of 5 units and a width of 3 units. We
want to find the total number of squares within this rectangle. We can
represent the total number of squares using multiplication:
Solution
Total number of squares = length × width Total number of squares = 5 units ×
3 units Total number of squares = 15 squares
So, the total number of squares in the rectangle is 15.
20. ASSESSMENT
1.Olivia has 4 boxes, and each box contains 6 candies. How can we
write the total number of candies using multiplication?
2.Liam wants to buy 5 packs of pencils, and each pack contains 8
pencils. Write an algebraic expression to represent the total number
of pencils Liam wants to buy.
3.Harper has 3 bags, and each bag contains 9 apples. How can we
write the total number of apples using multiplication?
4.Noah has 6 shelves, and each shelf can hold 7 books. Write an
algebraic expression to represent the total number of books Noah's
shelves can hold.
5.Mia has 2 packets of stickers, and each packet contains 10 stickers.
Write an algebraic expression to represent the total number of
stickers Mia has.
