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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
School Opening |
||||||||
| 1 | 3 |
Numbers
|
Division
|
By the end of the
lesson, the learner
should be able to:
Divide up to a 3-digit number by up to a 2-digit number where the dividend is greater than the divisor in real life |
In pairs, groups or as individuals divide up to a 3-digit number by up to a 2-digit number where the dividend is greater than the divisor using long and short form
|
Where is division used in real life?
|
KLB Visionary Mathematics Grade 5 pg.57-59
KLB Visionary Mathematics Grade 5 pg.61-62 |
Written exercises
Oral questions Observation Group discussion
|
|
| 1 | 4 |
Numbers
|
Division
|
By the end of the
lesson, the learner
should be able to:
Estimate quotients by rounding off the dividend and divisor to the nearest ten in real life situations |
In pairs, groups or as individuals estimate quotients by rounding off the dividend and divisor to the nearest ten
|
How can we estimate quotients?
|
KLB Visionary Mathematics Grade 5 pg.62-63
|
Written exercises
Oral questions Observation Group discussion
|
|
| 1 | 5 |
Numbers
|
Division
|
By the end of the
lesson, the learner
should be able to:
Perform combined operations involving addition, subtraction, multiplication and division of whole numbers in different situations |
In pairs, groups or as individuals work out questions involving addition, subtraction, multiplication and division
|
How can we estimate quotients?
|
KLB Visionary Mathematics Grade 5 pg.64-65
KLB Visionary Mathematics Grade 5 pg.65-66 |
Written exercises
Oral questions Observation Group discussion
|
|
| 2 | 1 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
Use equivalent fractions in real life |
In pairs, groups or as individuals identify equivalent fractions using a fraction board or chart
|
Why do we order fractions in real life?
|
KLB Visionary Mathematics Grade 5 pg.67-68
|
Written exercises
Oral questions Observation Group discussion
|
|
| 2 | 2 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
simplify fractions in different situations |
In pairs, groups or as individuals simplify given fractions using a fraction chart
|
Why do we order fractions in real life?
|
KLB Visionary Mathematics Grade 5 pg.69-70
|
Written exercises
Oral questions Observation Group discussion
|
|
| 2 | 3 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
simplify fractions in different situations |
In pairs, groups or as individuals simplify given fractions using a fraction chart
|
Why do we order fractions in real life?
|
KLB Visionary Mathematics Grade 5 pg.69-70
KLB Visionary Mathematics Grade 5 pg.70-71 |
Written exercises
Oral questions Observation Group discussion
|
|
| 2 | 4 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
Order fractions with denominators not exceeding 12 in different situations |
In pairs, groups or as individuals order given fractions in increasing and decreasing order using a number line, paper cut outs, real object
|
Where are fractions used in real life?
|
KLB Visionary Mathematics Grade 5 pg.71-73
|
Written exercises
Oral questions Observation Group discussion
|
|
| 2 | 5 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
Add fractions with same denominator in different situations |
In pairs, groups or as individuals add two fractions with the same denominator using paper cut outs, number line, real objects
|
Where are fractions used in real life?
|
KLB Visionary Mathematics Grade 5 pg.74-75
KLB Visionary Mathematics Grade 5 pg.76-77 |
Written exercises
Oral questions Observation Group discussion
|
|
| 3 | 1 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
Add fractions with one renaming in different situations |
In pairs, groups or as individuals add and subtract two fractions by renaming one fraction using equivalent fractions
|
Where are fractions used in real life?
|
KLB Visionary Mathematics Grade 5 pg.77-79
|
Written exercises
Oral questions Observation Group discussion
|
|
| 3 | 2 |
Numbers
|
fractions
Fractions |
By the end of the
lesson, the learner
should be able to:
Describe how to subtract fractions with one renaming Subtract fractions with one renaming in different situation Take pleasure in subtracting fractions with one renaming in real life |
In pairs, groups or as individuals Subtract fractions with one renaming in different situation
|
How do you add fractions with one renaming?
|
KLB Visionary Mathematics Grade 5 page 79-80
KLB Visionary Mathematics Grade 5 page 80 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 3 | 3 |
Numbers
|
Decimals
|
By the end of the
lesson, the learner
should be able to:
Identify how to find the place value of decimals up to thousandths Find out where decimals are used in real life Appreciate the use of decimals in real life situations |
In pairs, groups or as individuals Identify how to find the place value of decimals up to thousandths
Find out where decimals are used in real life |
How do you find the place value of decimals up to thousandths?
|
KLB Visionary Mathematics Grade 5 page 81
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 3 | 4 |
Numbers
|
Decimals
|
By the end of the
lesson, the learner
should be able to:
Find the place value of decimals up to thousandths using number cards. Discuss the place value of decimals up to thousandths in different situation Appreciate the place value of decimals in real life situations |
In pairs, groups or as individuals, Find the place value of decimals up to thousandths in different situation
|
Where are decimals used in real life?
|
KLB Visionary Mathematics Grade 5 page 82-84
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 3 | 5 |
Numbers
|
Decimals
|
By the end of the
lesson, the learner
should be able to:
Discuss how to order decimals in ascending order using number cards and number lines Order decimals from the smallest to the largest using a number line. Enjoy ordering decimals from the smallest to the largest in different situations. |
In pairs, groups or as individuals order decimals from the smallest to the largest using a number line.
|
What is to order decimals in ascending order?
|
KLB Visionary Mathematics Grade 5 page 84-85
KLB Visionary Mathematics Grade 5 page 86-87 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 4 | 1 |
Numbers
|
Decimals
|
By the end of the
lesson, the learner
should be able to:
Explain how to add decimals in a place value chart Add decimals up to thousands in different situations Appreciate addition of decimals in real life situations |
In pairs, groups or as individuals add decimals in different situations
|
How do you add decimals?
|
KLB Visionary Mathematics Grade 5 page 87-89
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 4 | 2 |
Numbers
|
Decimals
|
By the end of the
lesson, the learner
should be able to:
Discuss how to subtract decimals in a place value chart. Subtract decimals up to thousands in different situations. Appreciate subtraction of decimals in real life situations |
In pairs, groups or as individuals, Discuss how to subtract decimals in a place value chart.
Learner to subtract decimals in different situations |
How do you subtract decimals?
|
KLB Visionary Mathematics Grade 5 page 89-91
KLB Visionary Mathematics Grade 5 page 91 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 4 | 3 |
Measurement
|
Length
|
By the end of the
lesson, the learner
should be able to:
Identify kilometer as a unit of measuring length. Approximate distance in kilometres. Appreciate kilometer as a unit for measuring distance. |
In pairs, groups or as individuals, Identify kilometer as a unit of measuring length
Learner to approximate distance in kilometres |
What is a kilometre?
|
KLB Visionary Mathematics Grade 5 page 92-93
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 4 | 4 |
Measurement
|
Length
|
By the end of the
lesson, the learner
should be able to:
Discuss how to measure length in kilometres. Measure length in kilometres using a metre rule or string Appreciate use of addition in real life |
In pairs, groups, Discuss how to measure length in kilometres
Learner to measure length in kilometres using a metre rule or string |
How do you measure length in kilometres?
|
KLB Visionary Mathematics Grade 5 page 93
KLB Visionary Mathematics Grade 5 page 92 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 4 | 5 |
Measurement
|
Length
|
By the end of the
lesson, the learner
should be able to:
Discuss the relationship between the metre and the kilometre. Show the relationship between the metre and the kilometre. Appreciate the relationship between the metre and the kilometre. |
In pairs, groups or as individuals watch a video clip on the relationship between the metre and the kilometre.
Learner to show the relationship between the metre and the kilometre. |
What is the relationship between metres and kilometres?
|
KLB Visionary Mathematics Grade 5 page 94
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 5 | 1 |
Measurement
|
Length
|
By the end of the
lesson, the learner
should be able to:
Identify how to convert kilometres into metres Convert kilometres to metres in different situations Appreciate converting kilometres to metres in real life situations |
In pairs, groups or as individuals Identify how to convert kilometres into metres.
Learner to convert kilometres to metres in different situations. |
How do you convert kilometres to metres?
|
KLB Visionary Mathematics Grade 5 page 94-95
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 5 | 2 |
Measurement
|
Length
|
By the end of the
lesson, the learner
should be able to:
Identify how to convert metres into kilometres Convert metres into kilometres in different situations Appreciate converting metres into kilometres in real life situations |
In pairs, groups or as individuals, Identify how to convert metres into kilometres.
Learner to convert metres into kilometres in different situations |
How do you convert metres into kilometres?
|
KLB Visionary Mathematics Grade 5 page 95-96
KLB Visionary Mathematics Grade 5 page 96-97 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 5 | 3 |
Measurement
|
Length
|
By the end of the
lesson, the learner
should be able to:
Tell how to add length in kilometres and metres with conversion of units. Add length in kilometres and metres with conversion of units in different situations Enjoy adding length in kilometres and metres in real life situation |
Learner is guided in groups to tell how to add length in kilometres and metres with conversion of units.
Learner to add length in kilometres and metres with conversion of units in different situations. |
How do you add length in kilometres and metres with conversion of units?
|
KLB Visionary Mathematics Grade 5 page 98-99
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 5 | 4 |
Measurement
|
Length
|
By the end of the
lesson, the learner
should be able to:
Discuss how to subtract length in kilometres and metres without conversion. Subtract length in kilometres and metres without conversion in different situations Enjoy subtracting length in kilometres and metres without conversion in real life situation |
Learner is guided in groups to discuss how to subtract length in kilometres and metres without conversion.
Learner to subtract length without conversion in kilometres and metres in different situations |
How do you subtract length in kilometres and metres without conversion?
|
KLB Visionary Mathematics Grade 5 page 100-101
KLB Visionary Mathematics Grade 5 page 101-102 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 5 | 5 |
Measurement
|
Length
|
By the end of the
lesson, the learner
should be able to:
Explain how to multiply length in kilometres and metres Multiply length in kilometres and metres in different situations Enjoy multiplying length in kilometres and metres in real life situation. |
Learner is guided individually or in groups to multiply length in kilometres and metres in different situations
|
How do you multiply length in kilometres and metres?
|
KLB Visionary Mathematics Grade 5 page 103-104
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 6 | 1 |
Measurement
|
Length
Area |
By the end of the
lesson, the learner
should be able to:
Explain how to divide length in kilometres and metres Divide length in kilometres and metres in different situations. Enjoy dividing length in kilometres and metres in real life situation. |
Learner is guided individually or in groups to divide length in kilometres and metres in different situations
|
How do you divide length in kilometres and metres?
|
KLB Visionary Mathematics Grade 5 page 104-105
KLB Visionary Mathematics Grade 5 page 106-107 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 6 | 2 |
Measurement
|
Area-Area of a rectangle
|
By the end of the
lesson, the learner
should be able to:
Prepare a 1 centimetre square. Find the area of shapes using a1centimetre square. Enjoy finding the area of shapes using a1centimetre square in real life situations |
In pairs, groups or as individuals, Prepare a 1 centimetre square.
Learner to find the area of shapes using a1centimetre square. |
How do you find the area of a rectangle using a centimetre square?
|
KLB Visionary Mathematics Grade 5 page 107
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 6 | 3 |
Measurement
|
Area-Area of a square
|
By the end of the
lesson, the learner
should be able to:
Find the area of a rectangle and squares by counting one centimetre squares. Discuss in groups and present findings. Enjoy finding the area of rectangles and square in real life situations. |
In pairs, groups or as individuals, Find the area of a rectangle and squares by counting one centimetre squares.
Learners to discuss in groups and present findings. |
How do you find the area of a square?
|
KLB Visionary Mathematics Grade 5 page 108-109
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 6 | 4 |
Measurement
|
Area
|
By the end of the
lesson, the learner
should be able to:
Discuss area of rectangles and squares as a product of rows and columns. Calculate area of rectangles and squares as a product of rows and columns. Appreciate area of rectangles and squares as a product of rows and columns |
In pairs /in groups learners to discuss area of rectangles and squares as a product of rows and columns.
Learner to calculate area of rectangles and squares as a product of rows and columns. |
Are you able to find the area by multiplying rows and columns?
|
KLB Visionary Mathematics Grade 5 page 110-115
KLB Visionary Mathematics Grade 5 page 116-118 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 6 | 5 |
Measurement
|
Area
|
By the end of the
lesson, the learner
should be able to:
Use IT devices for learning more on calculating area and for enjoyment. Play digital games involving area in pairs. Appreciate calculating area in real life situations. |
In pairs /in groups learners to use IT devices for learning more on calculating area and for enjoyment.
Learner to play digital games involving length play math puzzles. |
Where area is applied in real life situations?
|
KLB Visionary Mathematics Grade 5 page 118
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 7 | 1 |
Measurement
|
Volume
|
By the end of the
lesson, the learner
should be able to:
Identify cubic centimeter (cm3) as a unit of measuring volume. Make a 1 centimetre cube using plasticine or clay. Appreciate cubic centimeter (cm3) as a unit of measuring volume. |
In pairs, groups or as individuals, identify cubic centimeter (cm3) as a unit of measuring volume.
Learner to make a 1 centimetre cube using plasticine or clay. |
What is volume?
|
KLB Visionary Mathematics Grade 5 page 119
KLB Visionary Mathematics Grade 5 page 120-121 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 7 | 2 |
Measurement
|
Volume
|
By the end of the
lesson, the learner
should be able to:
Explain how to find the volume of a cuboid using 1cm cubes. use 1 cm cubes to find the volume of larger cuboids Enjoy calculating volume of cuboids in real life |
In pairs, groups or as individuals, Explain how to find the volume of a cuboid.
Learner to use 1 cm cubes to find the volume of larger cuboids and discuss findings. |
How do you find the volume of a cuboid?
|
KLB Visionary Mathematics Grade 5 page 121-122
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 7 | 3 |
Measurement
|
Volume
|
By the end of the
lesson, the learner
should be able to:
Discuss the formula of calculating the volume of a cube and cuboids. Calculate the volume of cube and cuboids using the formula. Enjoy calculating volume of cube and cuboids using the formula. |
In pairs, groups, Discuss the formula of calculating the volume of a cube and cuboids.
Learner to calculate the volume of cube and cuboids using the formula. |
How do you find the volume of a cube?
|
KLB Visionary Mathematics Grade 5 page 123-126
KLB Visionary Mathematics Grade 5 page 127-128 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 7 | 4 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
Identify milliliter (ml) as a unit of measuring capacity. Measure capacity in millilitres using a straw. Appreciate millilitre as a unit of measuring capacity. |
In pairs, groups or individuals identify milliliter (ml) as a unit of measuring capacity
Learner to measure capacity in millilitres using a straw. |
Where do we use millilitres in real life?
|
KLB Visionary Mathematics Grade 5 page 129
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 7 | 5 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
Watch a video clip on measuring capacity in millilitres using a digital device Use small containers of different sizes to measure capacity in millilitres Have fun measuring capacity in millilitres. |
In pairs, groups or individuals use small containers of different sizes to measure capacity in millilitres
|
How do you measure capacity in millilitres?
|
KLB Visionary Mathematics Grade 5 page 129-130
KLB Visionary Mathematics Grade 5 page 130-131 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 8 | 1 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
Identify the relationship between litres and millilitres Demonstrate the relationship between litres and millilitres Appreciate the relationship between litres and millilitres |
In pairs, groups or as individuals identify the relationship between litres and millilitres
Learner to demonstrate the relationship between litres and millilitres |
What is the relationship between litres and millilitres?
|
KLB Visionary Mathematics Grade 5 page 131-132
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 8 | 2 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
Explain how to convert litres into millilitres Convert litres into millilitres in different situations Have fun converting litres into millilitres in real life situations |
In pairs, groups or as individuals, Explain how to convert litres into millilitres.
Learners to convert litres into millilitres in different situations |
How can we convert litres into millilitres?
|
KLB Visionary Mathematics Grade 5 page 132-133
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 8 | 3 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
Explain how to convert millilitres into litres Convert millilitres into litres in different situations Have fun converting millilitres into litres in real life situations |
In pairs, groups or as individuals, explain how to convert millilitres into litres.
Learner to convert millilitres into litres in different situations |
How can we convert millilitres into litres?
|
KLB Visionary Mathematics Grade 5 page 133-134
KLB Visionary Mathematics Grade 5 page 134-135 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 8 |
Midterm Assessment |
||||||||
| 9 | 1 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
discuss how to add capacity in litres and millilitres with conversion. Add capacity in litres and millilitres with conversion in different situations Appreciate adding capacity in litres and millilitres with conversion in real life situations. |
In pairs, groups or as individuals, Discuss how to add capacity in litres and millilitres with conversion.
Learner to add capacity in litres and millilitres with conversion in different situations |
How can we add capacity in litres and millilitres with conversion?
|
KLB Visionary Mathematics Grade 5 page 136-137
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 9 | 2 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
Discuss how to subtract capacity in litres and millilitres with conversion. Subtract capacity in litres and millilitres with conversion in different situations Appreciate subtracting capacity in litres and millilitres with conversion in real life situations |
In pairs, groups or as individuals, Discuss how to subtract capacity in litres and millilitres with conversion.
Learner to subtract capacity in litres and millilitres with conversion in different situations |
How can we subtract capacity in litres and millilitres?
|
KLB Visionary Mathematics Grade 5 page 137-138
KLB Visionary Mathematics Grade 5 page 138-140 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 9 |
Midterm Break |
||||||||
| 10 | 1 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
Describe how to multiply capacity in litres and millilitres Multiply capacity in litres and millilitres in different situations Appreciate multiplying capacity in litres and millilitres in real life situations |
In pairs, groups or as individuals, Describe how to multiply capacity in litres and millilitres.
Learner to multiply capacity in litres and millilitres in different situations. |
How can we multiply capacity in litres and millilitres?
|
KLB Visionary Mathematics Grade 5 page 140-141
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 10 | 2 |
Measurement
|
Capacity
Mass- Gram as a unit of measuring mass |
By the end of the
lesson, the learner
should be able to:
Discuss how to divide capacity in litres and millilitres Divide capacity in litres and millilitres in different situations Appreciate dividing capacity in litres and millilitres in real life situations |
In pairs, groups or as individuals, Discuss how to divide capacity in litres and millilitres.
Learner to divide capacity in litres and millilitres in different situations. |
How can we divide capacity in litres and millilitres?
|
KLB Visionary Mathematics Grade 5 page 142-143
KLB Visionary Mathematics Grade 5 page 144-145 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 10 | 3 |
Measurement
|
Mass
|
By the end of the
lesson, the learner
should be able to:
Measure mass in grams of different items in class Discuss and record your results in the note book. Enjoy measuring mass in grams in real life |
In pairs, groups or as individuals measure mass in grams of different items in class
|
What is the importance of measuring mass?
|
KLB Visionary Mathematics Grade 5 page 145-146
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 10 | 4 |
Measurement
|
Mass
|
By the end of the
lesson, the learner
should be able to:
Use IT devices for learning more on mass and for enjoyment |
In pairs or groups play digital games involving mass
|
What is the importance of measuring mass?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 10 | 5 |
Measurement
|
Time
|
By the end of the
lesson, the learner
should be able to:
Identify the second as a unit of measuring time |
In pairs, groups or as individuals carry out activities taking 10 seconds. Let learners relate the activities to what can be done in one tenth of the time taken to do the activity. The time taken is 1 second
In pairs, groups or as individuals measure time taken to do various activities in seconds |
How can we read time?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 11 | 1 |
Measurement
|
Time
|
By the end of the
lesson, the learner
should be able to:
Convert minutes to seconds and seconds to minutes in real life |
In pairs or groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches
|
How can we read time?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 11 | 2 |
Measurement
|
Time
|
By the end of the
lesson, the learner
should be able to:
Add minutes and seconds with conversion in real life situations |
In pairs, groups or as individuals determine time durations in minutes and seconds using different operations in real life situations
|
How can we read time?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 11 | 3 |
Measurement
|
Time
|
By the end of the
lesson, the learner
should be able to:
Multiply minutes and seconds by whole numbers in real life situations |
In pairs, groups or as individuals determine time durations in minutes and seconds using different operations in real life situations
|
How can we read time?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 11 | 4 |
Measurement
|
Time
|
By the end of the
lesson, the learner
should be able to:
Divide minutes and seconds by whole numbers in real life situations |
In pairs, groups or as individuals determine time durations in minutes and seconds using different operations in real life situations
|
How can we read time?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 11 | 5 |
Measurement
|
Time
|
By the end of the
lesson, the learner
should be able to:
appreciate use of minutes and seconds as units of measuring time in real life situations |
In pairs or as individuals use IT devices to play games involving time.
|
How can we read time?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 12 | 1 |
Measurement
|
Money
|
By the end of the
lesson, the learner
should be able to:
Identify the importance of a budget in real life |
In pairs, groups discuss the importance of a budget
|
How do you manage your money?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 12 | 2 |
Measurement
|
Money
|
By the end of the
lesson, the learner
should be able to:
Explain meaning of tax in real life |
In pairs or groups discuss meaning of tax.
|
What is the importance of paying taxes?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 12 | 3 |
Measurement
|
Money
|
By the end of the
lesson, the learner
should be able to:
Identify services provided by banks in real life situations |
In pairs or groups discuss provision of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks
|
What is the importance of paying taxes?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 12 | 4 |
Measurement
|
Money
|
By the end of the
lesson, the learner
should be able to:
Identify factors to consider in order to save wisely |
In pairs or groups discuss factors to consider when saving money and share with others.
|
How can you save money?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 12 | 5 |
Measurement
|
Money
|
By the end of the
lesson, the learner
should be able to:
Use IT devices to learn more about budgeting and bank services in real life |
In pairs or as individuals use IT devices to learn more about, taxes budgeting and bank services
|
How can you save money?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 13 |
Revision and End term assessment |
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| 14 |
August holiday |
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