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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to sort and group different objects according same size |
Learners in pairs/groups to collect different types of objects.
Learners in pairs/groups to sort objects with the same attributes and group them together. |
How can we group objects of the same size
|
Sticks
Stones Books Pencils JKF Primary Mathematics Learner |
Observe how learners collect, sort and group objects.
|
|
| 2 | 2 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
sort and group different objects according to colour. |
Learners in
pairs/groups to sort objects with same colours and group them together. Learners in groups /pairs collecting and presenting different objects of different colours |
How can we
group items
having
different
colours?
|
Textbooks
Exercise books Pens Sharpeners Bottles JKF Primary Mathematics Learner |
Observe how
learners collect,
sort and group
objects of
different colours
Giving out in
class exercise
|
|
| 2 | 3 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
sort and group items according to shape |
Learners in
pairs/groups to collect different types of objects of different shapes. Learners in groups/pairs to sort objects with same shape |
How can we
group items
having
different
shapes?
|
Balls
Cups Spoons Wooden items within the class JKF Primary Mathematics Learner |
Observe learners
collecting and
sorting different
items
|
|
| 2 | 4 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
sort and group items of different sizes |
Learners in
pairs/groups sorting and grouping items of same sizes and grouping them together |
How can we
sort and group
items having
different sizes?
|
Pencils
Sticks Stones Bottles JKF Primary Mathematics Learner |
Observe learners
collecting,
sorting and
grouping items
according to
their shapes
|
|
| 2 | 5 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
sort and group different items according to their use |
Learners in
pairs/groups to collect different types of safe objects Learners in pairs/groups sorting items of the same use and group them together |
How can we
group items
according to
their use?
|
Spoons and
plates Books and pens chalks JKF Primary Mathematics Learner |
Observe learners
collecting,
sorting and
grouping
different objects
|
|
| 3 | 1 |
Numbers
|
Number
concept
|
By the end of the
lesson, the learner
should be able to:
represent number up to 10 using objects |
"Learners in
groups/pairs to" represent numbers up to 10 using objects. guide learners to fill in the tables |
"How do you
represent"
numbers using
objects
|
"Books and
pens" learner |
"Observing the
learners sort"
different items
according to
shape, size and
colour.
|
|
| 3 | 2 |
Numbers
|
Number
concept
|
By the end of the
lesson, the learner
should be able to:
represent number up to 10 using objects |
"Learners in
groups/pairs to" represent numbers up to 10 using objects. guide learners to fill in the tables |
"How do you
represent"
numbers using
objects
|
"Books and
pens" learner |
"Observing the
learners sort"
different items
according to
shape, size and
colour.
|
|
| 3 | 3 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to pair and match objects in the environment |
Learners in pairs/groups to play digital games involving sorting and grouping objects according
to different attributes |
How can we pair and match objects?
|
News papers
Text books JKF Primary Mathematics Learner |
|
|
| 3 | 4 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to pair and match objects to establish |
Learners in groups/pairs to pair and match objects to establish less than and more than
Learners in pairs/groups to pair and match objects to establish same as |
How do you identify less than?
How do you identify
|
Number of boys and girls
Number of books Chairs and tables in class Text books JKF Primary Mathematics Learner |
In class exercise
Observing learners counting objects
|
|
| 3 | 5 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to pair and match objects to establish |
Learners in pairs/groups to pair and match objects to establish those ones that are
|
How do you identify
|
Text book
JKF Primary Mathematics Learner |
In class exercise
Observation
|
|
| 4 | 1 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
order and sequence objects in ascending order |
"Learners in pairs/groups to order objects
according to size" from smallest to biggest |
What is an ascending order?
|
"JKF Primary Mathematics Learner
|
"Observing learners ordering items
from smallest to"
biggest
|
|
| 4 | 2 |
Number
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to: order and sequence objects from the biggest to the smallest (descending order) |
Learners in pairs/groups to collect objects of different sizes
Learners in pairs/groups to order objects according to size from the biggest to smallest |
How ca we order objects from the biggest to the smallest
|
JKF Primary Mathematics Learner
|
In class exercise
Observing learners doing the ordering of objects from the biggest to the smallest
|
|
| 4 | 3 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to: make patterns using real objects |
Learners in pairs/small groups to identify patterns from any given source
Learners in pairs/groups to make patterns using real objects |
How do you make patterns? How do you identify patterns?
|
Text books
Roof patterns Wall patterns JKF Primary Mathematics Learner |
Observing learners making patterns
Exercise on patterns in groups
|
|
| 4 | 4 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
leaner recite number names in order up to 50 |
Learner to recite number names up to 50
Learners in small groups to bring sticks and stones from outside the class for counting |
How many?
|
Chalkboard
Sticks Stones Chart JKF Primary Mathematics Learner |
Counting along with learners
Observing learners count objects
Oral counting by learners
|
|
| 4 | 5 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
leaner recite number names in order up to 50 |
Learner to recite number names up to 50
Learners in small groups to bring sticks and stones from outside the class for counting |
How many?
|
Chalkboard
Sticks Stones Chart JKF Primary Mathematics Learner |
Counting along with learners
Observing learners count objects
Oral counting by learners
|
|
| 5 | 1 |
Numbers
|
Number
concept
|
By the end of the
lesson, the learner
should be able to:
able to represent numbers 1-30 using concrete objects" |
"Learners to
represent concrete" objects as well as their body parts |
How many?
|
" Chairs tables
Fingers" JKF Primary Mathematics Learner |
"Observe learners
count concrete"
objects
|
|
| 5 | 2 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to: demonstrate through counting that a group in all situations has only one count |
Learners to demonstrate that any given group has only one count
|
How do you count this?
|
Text books
Chalkboard Body parts Chairs Classes JKF Primary Mathematics Learner |
Observe learners count objects of different groups In class exercise
|
|
| 5 | 3 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to appreciate the use of sorting and grouping items in day to day activities |
Learners in pairs/groups to collect and sort litter in the environment and put in various groups according to an attribute of their choice and give reasons for
grouping |
How do we sort objects in our environment?
|
School compound
JKF Primary Mathematics Learner |
Observing learners collecting and sorting litter in the school compound
|
|
| 5 | 4 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to count numbers 1 |
"Learners in pairs/groups to count by 1
|
How can we count in 1
|
"Boys/girls
Different objects in class Chalk board JKF Primary Mathematics" "Learner |
In class exercise
Observing learners count objects in 1
|
|
| 5 | 5 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to count numbers 3 |
Learners in pairs/groups to count by 1
|
How can we count in 3
|
Objects in class room
Chart models JKF Primary Mathematics Learner |
Observing learners counting objects
|
|
| 6 | 1 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to count numbers 5 |
Learners to take turns in counting by 5
|
Is it possible to count in 5
|
Body parts in counting
Chalkboard Charts JKF Primary Mathematics Learner |
Observe learners counting body parts and other objects
In class exercise
|
|
| 6 | 2 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to count numbers and backward from 100 in 10 |
Learners to take turns in counting to 100
Learners to count backwards from 100 to 1 |
How many ways can we count backwards from 100?
|
Textbooks
Chalkboard Charts JKF Primary Mathematics Learner |
Oral questions
|
|
| 6 | 3 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to count numbers and backward from 100 and forward to 100 |
"Learners in pairs/groups to play
games that involve" "counting up to 100 and back Learners to take turns in counting to 100 Learners to count backwards from 100 to 1" |
Can we count from 100 to 1?
|
"Skipping ropes
books JKF Primary" "Mathematics Learner |
Counting orally
|
|
| 6 | 4 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to count numbers and backward from 100 and forward to 100 |
"Learners in pairs/groups to play
games that involve" "counting up to 100 and back Learners to take turns in counting to 100 Learners to count backwards from 100 to 1" |
Can we count from 100 to 1?
|
"Skipping ropes
books JKF Primary" "Mathematics Learner |
Counting orally
|
|
| 6 | 5 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to count any concrete object that ranges from 1 to 100 |
Learners in pairs or small groups to count trees, classes and other concrete objects found outside the class room and inside the class
|
How many?
|
School compound
Classroom objects for counting JKF Primary Mathematics Learner |
Observing learners moving around and counting concrete objects in their groups
|
|
| 7 | 1 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to represent numbers 1-50 using concrete objects |
Learners to walk around and count any concrete object they can see within the school environment
|
How many do you see?
|
School compound
objects for counting JKF Primary Mathematics Learner |
Observe learners walking around and counting every concrete object they see
|
|
| 7 | 2 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to: identify place value of ones and tens |
"Learners to identify place value of ones and tens
Learners in pairs /groups to identify place values of the" given numbers by the teacher |
How do we identify place values?
|
"Chalk board
Charts text books JKF Primary Mathematics Learner |
Oral presentation of place value of ages
Writing exercise in class
|
|
| 7 | 3 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to identify place value of ones and tens |
Learners to give the place value of their ages and the ages of their friends
|
how do you identify the place value of your age?
|
Ages of learners
Chalkboard JKF Primary Mathematics Learner |
Oral presentation of place value of ages
Writing exercise in class
|
|
| 7 | 4 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to read and write numbers 1-50 in symbols |
Learners to recite number 1-50 in symbols
|
How do we write number 1-50?
|
Chalk board
Charts JKF Primary Mathematics Learner |
Oral recitation of numbers from 1-50 in symbols
Writing exercise of numbers from 1- 50 in class
|
|
| 7 | 5 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to Write numbers 1-10 in words |
Learners to practice writing numbers 1-
10 in words |
How do we write in words?
|
Chalk board
Textbooks charts JKF Primary Mathematics Learner |
Writing exercise in class
Observe learners as they write numbers in words.
|
|
| 8 | 1 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to Write numbers 1-10 in words |
Learners to practice writing numbers 1-
10 in words |
How do we write in words?
|
Chalk board
Textbooks charts JKF Primary Mathematics Learner |
Writing exercise in class
Observe learners as they write numbers in words.
|
|
| 8 | 2 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to Write numbers 1-10 in words |
Learners in pairs to write down numbers in words in turns and read them out to class
|
How do we write numbers in words?
|
Exercise
books charts JKF Primary Mathematics Learner |
Writing exercise in class
Oral presentation of numbers in words
|
|
| 8 | 3 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to Write numbers 1-10 in words |
Learners in pairs to write down numbers in words in turns and read them out to class
|
How do we write numbers in words?
|
Exercise
books charts JKF Primary Mathematics Learner |
Writing exercise in class
Oral presentation of numbers in words
|
|
| 8 | 4 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to identify missing numbers in number patterns up to 20 |
Learners to identify missing numbers in number patterns up to 20
|
How do we find missing numbers?
|
Textbooks
Chalk board JKF Primary Mathematics Learner |
Observing learners identifying missing numbers
In class exercise
|
|
| 8 | 5 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to identify missing numbers in number patterns up to 20 |
Learners in pairs
/groups to identify the next numbers in the given patterns |
What is the next number in the pattern?
|
Chalk board text books
JKF Primary Mathematics Learner |
Writing class exercise
|
|
| 9 | 1 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to identify missing numbers in number patterns up to 20 |
Learners in groups to find the missing numbers orally by asking each other Learners to identify missing numbers in number pattern up
to 20 |
How do you find the missing number?
|
Chalk board
Exercise books JKF Primary Mathematics Learner |
In class representation of group work
|
|
| 9 | 2 |
Numbers
|
Whole
numbers
|
By the end of the
lesson, the learner
should be able to:
"the lesson be able to appreciate number patterns by creating and extending patterns during play activities" |
Learners in
"pairs/groups to patterns with numbers up to 20 and share with other groups. Learners to play digital games involving whole numbers" |
How can we
create a pattern?
|
Books
JKF Primary Mathematics Learner |
Observe how
"learners create patterns and share with others
and play digital games involving whole numbers"
|
|
| 9 | 3 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to appreciate number patterns by creating and extending patterns during play activities |
Learners to role play a cashier in day today life activities such as a cashier counting 5- shilling coins
|
How can we get a missing number at a cashier place?
|
Shilling coins
JKF Primary Mathematics Learner |
Observing learners finding out the missing amounts at a cashier
|
|
| 9 | 4 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
leaner model addition as putting objects together |
Learners in pairs groups to put two groups of objects and count to the total
|
How can you add objects?
|
Class room objects for counting
JKF Primary Mathematics Learner |
Oral questions
Observing learners adding objects together
|
|
| 9 | 5 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
leaner model addition as putting objects together |
Learners to learners in groups /pairs to model addition using concrete objects
|
How many are they together?
|
Pens and books
Chalk board JKF Primary Mathematics Learner |
Oral questions
Observing learners putting together different objects
they have in class
|
|
| 10 | 1 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
model addition as putting objects together |
Leaners to put together items on pictures and on charts
Learners to identify different objects and them up |
How can we put them together?
|
Text books
Charts JKF Primary Mathematics Learner |
Observe learners add up objects from charts
In class exercise
|
|
| 10 | 2 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
model addition as putting objects together |
Leaners to put together items on pictures and on charts
Learners to identify different objects and them up |
How can we put them together?
|
Text books
Charts JKF Primary Mathematics Learner |
Observe learners add up objects from charts
In class exercise
|
|
| 10 | 3 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
able to model addition as putting objects together |
Learners to get out in groups /pairs to count the concrete objects outside the class and add them up
Learners to play games that involves adding numbers of scores together |
How many are they altogether?
|
Skipping ropes
balls Trees buildings people JKF Primary Mathematics Learner |
Observe learners moving and adding up objects
Oral counting and adding of numbers
|
|
| 10 | 4 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
able to: use |
Learners to practices writing the + and = in addition
|
How can you use
|
Chalkboard
Books Charts JKF Primary Mathematics Learner |
Writing exercise involving + and
= signs
|
|
| 10 | 5 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
able to: use |
Learners to use
|
How many?
|
Chalk board
Charts JKF Primary Mathematics Learner |
In class writing exercise
|
|
| 11 | 1 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
able to: use |
Learners to use
|
How many?
|
Books
chalkboard JKF Primary Mathematics Learner |
In class oral presentations
Writing exercises
|
|
| 11 | 2 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
able to: use |
Learners to add two single digit numbers by skipping on a number line
|
How do you add two singles numbers by skipping a number line?
|
Chalk board
JKF Primary Mathematics Learner |
Writing exercises
|
|
| 11 | 3 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
able to: use |
Learners to add two single digit numbers by skipping on a number line of numbers adding up to 10
|
What should be added next?
|
JKF Primary Mathematics Learner
|
Writing exercise
|
|
| 11 | 4 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
able to add 2-single digit numbers up to a sum of 10 |
Learners to ad 2- digit single numbers using the family of 10
|
How do we add a 1- digit number to another 1- digit number?
|
Chalkboard
JKF Primary Mathematics Learner |
In-class exercises
|
|
| 11 | 5 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
add 2-single digit numbers up to a sum of 10 |
Learners in pairs/groups of not more than 10 to gather themselves and find their total number according to their gender etc.
Learners to count and add objects within the class that are not more than ten. |
In how many ways can we add single digits that add to 10?
|
Boys and girls for counting
Objects within the class |
Observe how learners gather themselves and find their total numbers
Oral presentation of objects counted
|
|
| 12 | 1 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
add 2-single digit numbers up to a sum of 10 |
Learners to add 2- single digits by counting on
|
How many do we get?
|
Chalkboard
Charts JKF Primary Mathematics Learner |
Oral exercise [individual]
|
|
| 12 | 2 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
add 2-single digit numbers up to a sum of 10 |
Learners to add 2- single digits by counting on
|
How many do we get?
|
Chalkboard
Charts JKF Primary Mathematics Learner |
Oral exercise [individual]
|
|
| 12 | 3 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
add 2-single digit numbers up to a sum of 10 |
Leaners in pairs
/groups to come up with single digits that can be added up to get 10 only |
How many single digits can be added up to get10?
|
Chalk board
JKF Primary Mathematics Learner |
|
|
| 12 | 4 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
able to: add 3-single digit" "numbers up to a sum of 10 in different contexts" |
Learners to add 3- single digit numbers by counting on
|
Which 3 digits do you think we can add to get 10or less
than 10?
|
"Chalk board
JKF Primary Mathematics Learner |
Writing exercises
|
|
| 12 | 5 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
able to: add 3-single digit numbers up to a sum of 10 in different contexts |
Learners in pairs
/groups to identify 3 digits in each group that can be added to get 10 or a number less than 10 |
Which three digits can be added to sum up ten?
|
Exercise books
Charts JKF Primary Mathematics Learner |
Writing in class exercise s
|
Your Name Comes Here