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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 11 | 1 |
Numbers
|
Whole numbers;
Place value of numbers up to tens of thousands
Whole numbers; Identifying total values of digits up to tens of thousands Whole numbers; Reading and writing numbers up to 10000 in symbols Whole numbers; Reading and writing numbers up to 500 in words Whole numbers; Arranging numbers from the smallest to the largest Whole numbers; Arranging numbers from the largest to the smallest Whole numbers; Rounding off numbers 1 to 500 to the nearest 10 |
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
|
|
| 11 | 2 |
Numbers
|
Whole numbers;
Rounding off numbers 501 to 1000 to the nearest 10
Whole numbers; Factors and divisors of numbers up to 50 Whole numbers; Multiples of numbers 1 to 5 Whole numbers; Multiples of numbers 6 to 10 Whole numbers; Even numbers Whole numbers; Odd numbers Whole numbers; Patterns involving even numbers Whole numbers; Patterns involving odd numbers Whole numbers; Roman numerals Addition; Addition of a 4-digit number up to a 2-digit number with single regrouping 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 Addition; Number patterns involving addition Subtraction; Subtraction of up to 3-digit numbers without regrouping |
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 |
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. |
How do you round off numbers to the nearest 10?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 11-12 |
Midterm term assessment |
||||||||
| 13 | 1 |
Numbers
|
Subtraction; Subtraction of up to 3-digit numbers with regrouping
Subtraction; Subtraction of up to 4-digit numbers with regrouping Subtraction; Finding differences of up to 3-digit numbers Subtraction; Patterns involving subtraction of numbers up to 10000 Multiplication; Multiplication of up to 2-digit numbers by 10 Multiplication; Multiplication of 1 digit number by multiples of 10 Multiplication of 2-digit number by one digit number without regrouping Multiplication of 2-digit number by one digit number with regrouping Multiplication of a 2-digit number by multiples of 10 Multiplication of a 2-digit number by a two digit number without regrouping Multiplication of a 2-digit number by a 2-digit number with regrouping Estimating products by rounding off numbers to the nearest 10 Number patterns involving multiplication Division; Division as equal sharing and equal grouping Division; Division with remainder involving multiplication factors |
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
|
|
| 13 | 2 |
Numbers
Measurement Measurement Measurement Measurement Measurement Measurement |
Division; Division of a 2-digit number by a 1-digit number with remainder
Division; The long form of division Division; Division using different methods Fraction; Fraction as part of a whole Fraction; Fraction as part of a group Fraction; Writing numerators and denominators Fraction; Types of fraction Fraction; Converting improper fractions to mixed fractions Fraction; Converting mixed fractions into improper fractions Length AREA AREA AREA AREA AREA |
By the end of the
lesson, the learner
should be able to:
Divide a 2-digit number by a 1-digit number with remainder. Demonstrate division with remainder involving multiplication factors. Have fun and enjoy working out division of a 2-digit number by a 1-digit number with remainder. |
In pairs or individually, learners are guided to divide a 2-digit number by a 1-digit number with remainder.
Learners are guided to demonstrate division with remainder involving multiplication factors. |
How do you work out division of a 2-digit number by a 1-digit number with remainder?
|
KLB; Mathematics Learner
KLB Visionary Mathematics pg 78 Metre rule, 1metre sticks, tape measure KLB Visionary Mathematics pg 91 Square cut outs, paper cut outs KLB Visionary Mathematics pg 93-96 KLB Visionary Mathematics pg 97-99 KLB Visionary Mathematics pg 99-101 |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 3-4 |
Measurement
|
MASS
Volume Volume Capacity Capacity Capacity Capacity Capacity Capacity TIME MONEY MONEY MONEY MONEY MONEY MONEY |
By the end of the
lesson, the learner
should be able to:
use a kilogram mass to measure masses of different objects practically, use IT devices for learning and enjoyment, appreciate measuring mass of different objects read and tell time in a.m. and p.m. in real life situations, use IT devices for learning and enjoyment, appreciate time in real life situations. |
Learners in pairs/groups to use one kilogram masses to measure masses of given objects using a beam balance, Learners in pairs/groups play digital games involving mass
Learners in pairs/groups to read and tell time in a.m. and p.m. using digital and analogue clocks in real life situations. |
How can you measure mass in kg?
How can you tell time? |
KLB Visionary Mathematics pg 102-103
1kg mass, soil or sand, manual/electronic weighing machine, beam balance KLB Visionary Mathematics pg 103-104 KLB Visionary Mathematics pg 105-106 KLB Visionary Mathematics pg 107-110 Cubes, cuboids KLB Visionary Mathematics pg 113-114 1 liter containers, containers of different sizes, water, sand ,soil KLB Visionary Mathematics pg 115-116 KLB Visionary Mathematics pg 117-118 KLB Visionary Mathematics pg 119-121 Analogue and digital clocks, digital watches, am /pm chart KLB Visionary Mathematics pg 122-123 KLB Visionary Mathematics pg 122-125 KLB Visionary Mathematics pg 130-131 Real / imitation money, price list KLB Visionary Mathematics pg 132-134 |
Asking question
Drawing
questionnaires
|
|
| 13 | 5 |
Measurement
Geometry Geometry Geometry Geometry Geometry Geometry Geometry Geometry Geometry Geometry Geometry Geometry Geometry Geometry |
MONEY
Position And Direction Position And Direction Position And Direction Position And Direction Position And Direction Position And Direction Position And Direction Position And Direction Position And Direction Position And Direction Position And Direction Position And Direction ANGLES ANGLES |
By the end of the
lesson, the learner
should be able to:
identify money people pay to the county government for provision of services, use IT devices for learning and enjoyment, appreciate the use of money in real life. |
Learners in pairs/groups to discuss market fee, cess, parking fee and business permit as money people pay to county government for provision of services, Learners in pairs/groups/ individually to play digital games involving money.
|
How can you save money?
|
KLB Visionary Mathematics pg 132-134
Real / imitation money, price list KLB Visionary Mathematics pg 139-141 Representation of different angles of different angles KLB Visionary Mathematics pg 141-144 KLB Visionary Mathematics pg 145-147 |
Asking question
Drawing
questionnaires
|
|
| 13 | 6 |
Geometry
SHAPES SHAPES SHAPES SHAPES SHAPES SHAPES DATA DATA HANDLING DATA HANDLING HANDLING DATA Algebra Algebra Algebra Algebra Algebra |
ANGLES
2-D SHAPES 2-D SHAPES 2-D SHAPES 2-D SHAPES 2-D SHAPES 2-D SHAPES DATA DATA DATA DATA DATA DATA DATA Use Of Letter Use Of Letter Use Of Letter Use Of Letter Use Of Letter |
By the end of the
lesson, the learner
should be able to:
identify different types of angles in the environment, |
Learners in pairs/groups to identify acute angles in the environment.
Learners in pairs/groups to identify obtuse angles in the environment |
Where can you find angles in the environment?
|
KLB Visionary Mathematics pg 145-147
Representation of different angles KLB Visionary Mathematics pg 148-149 Cut outs of rectangles, circles, and triangles of different KLB Visionary Mathematics pg 150-151 Cut outs of rectangles, circles, and triangles of different KLB Visionary Mathematics pg 155-156 Data from different sources KLB Visionary Mathematics pg 157-158 KLB Visionary Mathematics pg 165-166 Information from different sources KLB Visionary Mathematics pg 167-168 |
Asking question
Drawing
questionnaires
|
|
Your Name Comes Here