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| WK | LSN | STRAND | SUB-STRAND | LESSON_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 5 |
Numbers
|
Whole numbers;
Place value of numbers up to tens of thousands
|
By the end of the
lesson, the learner
should be able to:
Identify place value of numbers up to tens of thousands. Use digital devices for learning more on place values. Appreciate the use of place value in real life situations. |
Learners are guided to identify place value of digits up to hundreds of thousands.
In groups, learners are guided to use digital devices for learning more on place values. In groups, learners are guided to use a place value chart to find the place value of each digit. |
How can you find the place value of a digit in a number?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 1-2 |
Numbers
|
Whole numbers;
Identifying total values of digits up to tens of thousands
|
By the end of the
lesson, the learner
should be able to:
Identify total value of digits up to tens of thousands. Play digital games involving numbers. Appreciate the use of whole numbers in real life situations. |
Learners are guided to identify total value of digits up to tens of thousands
In groups, learners are guided to play digital games involving numbers. |
How do you identify total value of digits?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 3 |
Numbers
|
Whole numbers;
Reading and writing numbers up to 10000 in symbols
|
By the end of the
lesson, the learner
should be able to:
Read and write numbers up to tens of thousands in symbols. Use numbers up to 10000 in real life. Appreciate the importance of writing numbers in symbols. |
Learners are guided to read and write numbers up to tens of thousands in symbols from charts or cards.
In groups, learners are guided to use numbers up to tens of thousands in real life. |
How do you write numbers in symbols?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 4 |
Numbers
|
Whole numbers;
Reading and writing numbers up to 10000 in symbols
|
By the end of the
lesson, the learner
should be able to:
Read and write numbers up to tens of thousands in symbols. Use numbers up to 10000 in real life. Appreciate the importance of writing numbers in symbols. |
Learners are guided to read and write numbers up to tens of thousands in symbols from charts or cards.
In groups, learners are guided to use numbers up to tens of thousands in real life. |
How do you write numbers in symbols?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 5 |
Numbers
|
Whole numbers;
Reading and writing numbers up to 500 in words
|
By the end of the
lesson, the learner
should be able to:
Read and write numbers up to 500 in words. Use numbers up to 500 in real life. Appreciate the use of whole numbers in real life situations. |
Learners are guided to read and write numbers up to 500 in words from number charts.
In groups, learners are guided to use numbers up to 500 in real life. |
What do you consider when writing numbers in words?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 1-2 |
Numbers
|
Whole numbers;
Arranging numbers from the smallest to the largest
|
By the end of the
lesson, the learner
should be able to:
Name numbers up to 1000 from a number chart. Arrange numbers from the smallest to the largest using number chart. Have fun and enjoy arranging numbers from the smallest to the largest. |
Learners are guided to name numbers up to 1000 from a number chart.
In pairs, learners are guided to arrange numbers from the smallest to the largest using number chart. |
How do you arrange numbers from the smallest to the largest?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 3 |
Numbers
|
Whole numbers;
Arranging numbers from the largest to the smallest
|
By the end of the
lesson, the learner
should be able to:
Identify numbers from the largest to the smallest. Arrange numbers from the largest to the smallest. Have fun and enjoy arranging numbers from the largest to the smallest. |
Learners are guided to identify numbers from the largest to the smallest.
In pairs, learners are guided to arrange numbers from the largest to the smallest. |
How do you arrange numbers from the largest to the smallest?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 4 |
Numbers
|
Whole numbers;
Rounding off numbers 1 to 500 to the nearest 10
|
By the end of the
lesson, the learner
should be able to:
Name and write numbers from 1 up to 500 in symbols. Round off numbers 1 to 500 to the nearest 10. Have fun and enjoy rounding off numbers to the nearest 10 |
Learners are guided to name and write numbers from 1 up to 500 in symbols.
In groups, pairs or individually, learners are guided to round off numbers 1 to 500 to the nearest 10. |
How do you round off numbers to the nearest 10?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 5 |
Numbers
|
Whole numbers;
Rounding off numbers 1 to 500 to the nearest 10
|
By the end of the
lesson, the learner
should be able to:
Name and write numbers from 1 up to 500 in symbols. Round off numbers 1 to 500 to the nearest 10. Have fun and enjoy rounding off numbers to the nearest 10 |
Learners are guided to name and write numbers from 1 up to 500 in symbols.
In groups, pairs or individually, learners are guided to round off numbers 1 to 500 to the nearest 10. |
How do you round off numbers to the nearest 10?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 1-2 |
Numbers
|
Whole numbers;
Rounding off numbers 501 to 1000 to the nearest 10
Whole numbers; Factors and divisors of numbers up to 50 |
By the end of the
lesson, the learner
should be able to:
Name and write numbers from 501 up to 1000 in symbols. Round off numbers 501 to 1000 to the nearest 10. Have fun and enjoy rounding off numbers to the nearest 10 Identify factors and divisors of numbers up to 50 Use IT device to learn more on factors and divisors of numbers. Appreciate factors and divisors of numbers. |
Learners are guided to name and write numbers from 501 up to 1000 in symbols.
In groups, pairs or individually, learners are guided to round off numbers 501 to 1000 to the nearest 10. Learners are guided to Identify factors and divisors of numbers up to 50 In groups, learners are guided to use IT device to learn more on factors and divisors of numbers. |
How do you round off numbers to the nearest 10?
How do you find a product of a number? |
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 3 |
Numbers
|
Whole numbers;
Factors and divisors of numbers up to 50
|
By the end of the
lesson, the learner
should be able to:
Identify factors and divisors of numbers up to 50 Use IT device to learn more on factors and divisors of numbers. Appreciate factors and divisors of numbers. |
Learners are guided to Identify factors and divisors of numbers up to 50
In groups, learners are guided to use IT device to learn more on factors and divisors of numbers. |
How do you find a product of a number?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 4 |
Numbers
|
Whole numbers;
Multiples of numbers 1 to 5
|
By the end of the
lesson, the learner
should be able to:
Identify multiples of numbers 1 to 5 Write the products of numbers between 1 to 5 Appreciate the use of multiples of numbers in real life situations. |
In groups, pairs or individually, learners are guided to identify multiples of numbers 1 to 5
Learners are guided to write the products of numbers between 1 to 5 |
What is the meaning of multiples of numbers?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 5 |
Numbers
|
Whole numbers;
Multiples of numbers 6 to 10
|
By the end of the
lesson, the learner
should be able to:
Identify multiples of numbers 6 to 10 Use IT devices to learn more about multiples of numbers. Appreciate the use of IT to learn more about multiples of numbers. |
In groups, pairs or individually, learners are guided to identify multiples of numbers 6 to 10
In groups, learners are guided to use IT devices to learn more about multiples of numbers. |
How do you identify multiples of numbers?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 1-2 |
Numbers
|
Whole numbers;
Even numbers
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of even numbers. Use even numbers up to 100 in different situations. Appreciate the use of even numbers. |
Learners are guided to explain the meaning of even numbers.
Learners are guided to use even numbers up to 100 in different situations In groups, learners are guided to use a tablet or smartphone to learn and play games involving even numbers. |
What is an even number?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 3 |
Numbers
|
Whole numbers;
Odd numbers
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of odd numbers. Use odd numbers up 100 in different situations. Appreciate the use of odd numbers. |
Learners are guided to explain the meaning of odd numbers.
Learners are guided to use odd numbers up 100 in different situations. In groups, learners are guided to use a tablet or smartphone to learn and play games involving odd numbers. |
What is an odd number?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 4 |
Numbers
|
Whole numbers;
Odd numbers
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of odd numbers. Use odd numbers up 100 in different situations. Appreciate the use of odd numbers. |
Learners are guided to explain the meaning of odd numbers.
Learners are guided to use odd numbers up 100 in different situations. In groups, learners are guided to use a tablet or smartphone to learn and play games involving odd numbers. |
What is an odd number?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 5 |
Numbers
|
Whole numbers;
Patterns involving even numbers
|
By the end of the
lesson, the learner
should be able to:
Identify three patterns involving even numbers. Draw a square grid, write numbers from 1 to 100 and colour all the even numbers. Appreciate patterns involving even numbers. |
In groups, pairs or individually, learners are guided to identify three patterns involving even numbers.
Learners are guided to draw a square grid, write numbers from 1 to 100 and colour all the even numbers. |
How do you identify an even number?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 1-2 |
Numbers
|
Whole numbers;
Patterns involving odd numbers
|
By the end of the
lesson, the learner
should be able to:
Identify three patterns involving odd numbers. Draw a square grid, write numbers from 1 to 100 and colour all the odd numbers. Appreciate patterns involving odd numbers. |
In groups, pairs or individually, learners are guided to identify three patterns involving odd numbers.
Learners are guided to draw a square grid, write numbers from 1 to 100 and colour all the odd numbers. |
How do you identify an odd number?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 3 |
Numbers
|
Whole numbers;
Roman numerals
|
By the end of the
lesson, the learner
should be able to:
Write Hindu Arabic numerals and Roman numbers on cards. Arrange the cards in an ascending order and match the Hindu Arabic numerals and Roman numbers. Appreciate the use of Roman numbers. |
Learners are guided to state the rules that are applied in writing roman numbers.
In pairs, learners are guided to write Hindu Arabic numerals and Roman numbers on cards. In pairs, learners are guided to arrange the cards in an ascending order and match the Hindu Arabic numerals and Roman numbers. |
What are roman numerals?
How do you write Roman numerals?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 4 |
Numbers
|
Addition; Addition of a 4-digit number up to a 2-digit number with single regrouping
|
By the end of the
lesson, the learner
should be able to:
Add up to 2-digit numbers with single regrouping up to a sum of 10000 in different situations. Use IT devices to play games on addition. Appreciate the use of addition in real life. |
Learners are guided to arrange numbers according to their place value.
Learners are guided to add up to 2-digit numbers with single regrouping up to a sum of 10000 in different situations. In groups, learners are guided to use IT devices to play games on addition. |
When do you use addition in real life?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 5 |
Numbers
|
Addition; Addition of a 4-digit number up to a 2-digit number with single regrouping
|
By the end of the
lesson, the learner
should be able to:
Add up to 2-digit numbers with single regrouping up to a sum of 10000 in different situations. Use IT devices to play games on addition. Appreciate the use of addition in real life. |
Learners are guided to arrange numbers according to their place value.
Learners are guided to add up to 2-digit numbers with single regrouping up to a sum of 10000 in different situations. In groups, learners are guided to use IT devices to play games on addition. |
When do you use addition in real life?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 1-2 |
Numbers
|
Addition; Addition of a 4-digit number up to a 3-digit number with double regrouping
Addition; Finding sum by rounding off numbers to the nearest 10 |
By the end of the
lesson, the learner
should be able to:
Add up to 4-digit numbers with double regrouping up to a sum of 10000 in different situations. Use IT devices to learn more on addition involving regrouping. Appreciate the use of addition in real life. Explain the meaning of estimated sum. Estimate sum by rounding off numbers to the nearest ten in different situations. Have fun and enjoy finding sums by rounding off numbers to the nearest 10 |
Learners are guided to add up to 4-digit numbers with double regrouping up to a sum of 10000 in different situations.
In groups, learners are guided to use IT devices to learn more on addition involving regrouping. Learners are guided to explain the meaning of estimated sum. In pairs or individually, learners are guided to estimate sum by rounding off numbers to the nearest ten in different situations. In groups, learners are guided to use IT device to learn more on finding sums by rounding off numbers to the nearest 10 |
What do you consider when adding numbers?
What do you consider when estimating an answer in addition? |
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 3 |
Numbers
|
Addition; Finding sum by rounding off numbers to the nearest 10
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of estimated sum. Estimate sum by rounding off numbers to the nearest ten in different situations. Have fun and enjoy finding sums by rounding off numbers to the nearest 10 |
Learners are guided to explain the meaning of estimated sum.
In pairs or individually, learners are guided to estimate sum by rounding off numbers to the nearest ten in different situations. In groups, learners are guided to use IT device to learn more on finding sums by rounding off numbers to the nearest 10 |
What do you consider when estimating an answer in addition?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 4 |
Numbers
|
Addition; Number patterns involving addition
|
By the end of the
lesson, the learner
should be able to:
Identify number patterns involving addition. Create patterns involving addition up to a sum of 10000 in real life situations. Appreciate the use of patterns in addition. |
Learners are guided to identify number patterns involving addition.
Learners are guided to create patterns involving addition up to a sum of 10000 in real life situations. |
How do you form number patterns in addition?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 5 |
Numbers
|
Subtraction; Subtraction of up to 3-digit numbers without regrouping
|
By the end of the
lesson, the learner
should be able to:
Subtract up to 4-digit numbers without regrouping in real life situations. Use IT devices to play digital games on subtraction. Appreciate the use of subtraction in real life situations. |
Learners are guided to subtract up to 4-digit numbers without regrouping in real life situations.
In groups, learners are guided to use IT devices to play digital games on subtraction. |
When do you use subtraction in real life?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 1-2 |
Numbers
|
Subtraction; Subtraction of up to 3-digit numbers with regrouping
|
By the end of the
lesson, the learner
should be able to:
Subtract up to 3 digit numbers with regrouping in real life situations. Use an abacus to subtract up to 3-digit number with regrouping. Appreciate the importance of subtraction in real life. |
In pairs or individually, learners are guided to subtract up to 3 digit numbers with regrouping in real life situations.
Learners are guided to use an abacus to subtract up to 3-digit number with regrouping. |
What do you consider when subtracting numbers?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 3 |
Numbers
|
Subtraction; Subtraction of up to 4-digit numbers with regrouping
|
By the end of the
lesson, the learner
should be able to:
Subtract up to 4-digit number with regrouping. Use IT devices to learn more about subtracting numbers with regrouping. Appreciate the application of subtraction in real life situations. |
In pairs or individually, learners are guided to subtract up to 4-digit number with regrouping.
In groups, learners are guided to use IT devices to learn more about subtracting numbers with regrouping. |
What do you consider when subtracting numbers?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 4 |
Numbers
|
Subtraction; Subtraction of up to 4-digit numbers with regrouping
|
By the end of the
lesson, the learner
should be able to:
Subtract up to 4-digit number with regrouping. Use IT devices to learn more about subtracting numbers with regrouping. Appreciate the application of subtraction in real life situations. |
In pairs or individually, learners are guided to subtract up to 4-digit number with regrouping.
In groups, learners are guided to use IT devices to learn more about subtracting numbers with regrouping. |
What do you consider when subtracting numbers?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 5 |
Numbers
|
Subtraction; Finding differences of up to 3-digit numbers
|
By the end of the
lesson, the learner
should be able to:
Estimate the differences by rounding off numbers to the nearest ten in real life. Use IT device to play number games involving estimate differences. Have fun and enjoy finding the differences by rounding off numbers to the nearest ten. |
In pairs or individually, learners are guided to estimate the differences by rounding off numbers to the nearest ten in real life.
In groups, learners are guided to use IT device to play number games involving estimate differences. |
How do you estimate the difference of given numbers?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 1-2 |
Numbers
|
Subtraction; Patterns involving subtraction of numbers up to 10000
|
By the end of the
lesson, the learner
should be able to:
Identify number patterns involving subtraction. Create patterns involving subtraction of numbers up to 10000 Appreciate the use of patterns in subtraction. |
Learners are guided to identify number patterns involving subtraction.
In pairs or individually, learners are guided to create patterns involving subtraction of numbers up to 10000 |
How do you create patterns involving subtraction?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 3 |
Numbers
|
Multiplication; Multiplication of up to 2-digit numbers by 10
|
By the end of the
lesson, the learner
should be able to:
Multiply up to 2-digit numbers by 10 Play digital games involving multiplication of 2-digit number. Appreciate the use of multiplication in real life. |
Learners are guided to multiply up to 2-digit numbers by 10
In groups, learners are guided to play digital games involving multiplication of 2-digit number. |
When do you use multiplication in real life?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 4 |
Numbers
|
Multiplication; Multiplication of 1 digit number by multiples of 10
|
By the end of the
lesson, the learner
should be able to:
Multiple 1-digit number by multiples of 10 Use IT devices to learn more on multiplication. Have fun and enjoy working out multiplications of numbers |
Learners are guided to multiple 1-digit number by multiples of 10
In groups, learners are guided to use IT devices to learn more on multiplication. |
How do you work out multiplication of numbers using the method learnt?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 5 |
Numbers
|
Multiplication; Multiplication of 1 digit number by multiples of 10
|
By the end of the
lesson, the learner
should be able to:
Multiple 1-digit number by multiples of 10 Use IT devices to learn more on multiplication. Have fun and enjoy working out multiplications of numbers |
Learners are guided to multiple 1-digit number by multiples of 10
In groups, learners are guided to use IT devices to learn more on multiplication. |
How do you work out multiplication of numbers using the method learnt?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 1-2 |
Numbers
|
Multiplication of 2-digit number by one digit number without regrouping
Multiplication of 2-digit number by one digit number with regrouping |
By the end of the
lesson, the learner
should be able to:
Identify multiplication of 2-digit number by one-digit number without regrouping. Multiple 2-digit number by one-digit number without regrouping. Have fun and enjoy multiplication of 2-digit number by one-digit number without regrouping. Identify multiplication of 2-digit number by one-digit number with regrouping. Multiple 2-digit number by one-digit number with regrouping. Have fun and enjoy multiplication of 2-digit number by one-digit number with regrouping. |
Learners are guided to identify multiplication of 2-digit number by one-digit number without regrouping.
In pairs or individually, learners are guided to multiple 2-digit number by one-digit number without regrouping. Learners are guided to identify multiplication of 2-digit number by one-digit number with regrouping. In pairs or individually, learners are guided to multiple 2-digit number by one-digit number with regrouping. |
How do you multiple 2-digit number by one-digit number without regrouping?
How do you multiple 2-digit number by one-digit number with regrouping? |
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 3 |
Numbers
|
Multiplication of 2-digit number by one digit number with regrouping
|
By the end of the
lesson, the learner
should be able to:
Identify multiplication of 2-digit number by one-digit number with regrouping. Multiple 2-digit number by one-digit number with regrouping. Have fun and enjoy multiplication of 2-digit number by one-digit number with regrouping. |
Learners are guided to identify multiplication of 2-digit number by one-digit number with regrouping.
In pairs or individually, learners are guided to multiple 2-digit number by one-digit number with regrouping. |
How do you multiple 2-digit number by one-digit number with regrouping?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 4 |
Numbers
|
Multiplication of a 2-digit number by multiples of 10
|
By the end of the
lesson, the learner
should be able to:
Identify multiplication of a 2-digit number by multiples of 10 Multiple 2-digit number by multiples of 10 Appreciate the multiplication of a 2-digit number by multiples of 10 |
Learners are guided to Identify multiplication of a 2-digit number by multiples of 10
In pairs or individually, learners are guided to multiple 2-digit number by multiples of 10 |
How do you multiple 2-digit number by multiples of 10?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 5 |
Numbers
|
Multiplication of a 2-digit number by a two digit number without regrouping
|
By the end of the
lesson, the learner
should be able to:
Identify multiplication of a 2-digit number by a two-digit number without regrouping. Multiple 2-digit number by two-digit number without regrouping. Have fun and enjoy multiplication of 2-digit number by two-digit number without regrouping. |
Learners are guided to identify multiplication of a 2-digit number by a two-digit number without regrouping.
In pairs or individually, learners are guided to multiple 2-digit number by two-digit number without regrouping. |
How do you multiple 2-digit number by two-digit number without regrouping?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 1-2 |
Numbers
|
Multiplication of a 2-digit number by a 2-digit number with regrouping
|
By the end of the
lesson, the learner
should be able to:
Identify multiplication of 2-digit number by a two-digit number with regrouping. Multiple 2-digit number by two-digit number with regrouping. Have fun and enjoy multiplication of 2-digit number by two-digit number regrouping. |
Learners are guided to identify multiplication of 2-digit number by a two-digit number with regrouping.
In pairs or individually, learners are guided to multiple 2-digit number by two-digit number with regrouping. |
How do you multiple 2-digit number by two-digit number regrouping?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 3 |
Numbers
|
Estimating products by rounding off numbers to the nearest 10
|
By the end of the
lesson, the learner
should be able to:
Record time durations in hours and minutes in real life. Estimate products by rounding off numbers to the nearest ten in real life situations. Have fun and enjoy estimate products by rounding off numbers to the nearest ten. |
In pairs or individually, learners are guided to record time durations in hours and minutes in real life.
Learners are guided to estimate products by rounding off numbers to the nearest ten in real life situations. |
How do you estimate products of given numbers?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 4 |
Numbers
|
Estimating products by rounding off numbers to the nearest 10
|
By the end of the
lesson, the learner
should be able to:
Record time durations in hours and minutes in real life. Estimate products by rounding off numbers to the nearest ten in real life situations. Have fun and enjoy estimate products by rounding off numbers to the nearest ten. |
In pairs or individually, learners are guided to record time durations in hours and minutes in real life.
Learners are guided to estimate products by rounding off numbers to the nearest ten in real life situations. |
How do you estimate products of given numbers?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 5 |
Numbers
|
Number patterns involving multiplication
|
By the end of the
lesson, the learner
should be able to:
Identify number patterns involving multiplication. Create patterns involving multiplication with product not exceeding 100 in real life situations. Appreciate application of multiplication of numbers in real life. |
Learners are guided to identify number patterns involving multiplication.
In pairs or individually, learners are guided to create patterns involving multiplication with product not exceeding 100 in real life situations. |
How do you create patterns involving multiplication?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
Your Name Comes Here