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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
|
Fractions - Simplifying fractions
Fractions - Comparing fractions |
By the end of the
lesson, the learner
should be able to:
- Simplify fractions in different situations - Demonstrate skills in simplifying fractions - Appreciate simplifying fractions in real life |
- Identify equivalent fractions using a fraction board or chart
- Simplify given fractions using a fraction chart - Work in groups to simplify various fractions |
Why do we simplify fractions?
|
Oxford Let's Do Mathematics, pg. 56
Fraction board Fraction charts Paper cut-outs Oxford Let's Do Mathematics, pg. 58 Paper cut-outs Concrete objects |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 2 |
Numbers
|
Fractions - Ordering fractions
|
By the end of the
lesson, the learner
should be able to:
- Order fractions with denominators not exceeding 12 - Demonstrate skills in ordering fractions - Appreciate ordering fractions in real life |
- Order given fractions in increasing and decreasing order using a number line and paper cut-outs
- Convert fractions to equivalent fractions with same denominator - Work in groups to order various fractions |
Why do we order fractions in real life?
|
Oxford Let's Do Mathematics, pg. 60
Number line Paper cut-outs Fraction charts |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 3 |
Numbers
|
Fractions - Addition of fractions with same denominator
|
By the end of the
lesson, the learner
should be able to:
- Add fractions with same denominator - Demonstrate skills in adding fractions - Show interest in adding fractions in real life |
- Add two fractions with the same denominator using paper cut-outs, number line, real objects
- Work in groups to solve addition of fractions problems - Apply addition of fractions in real-life contexts |
How do we add fractions with the same denominator?
|
Oxford Let's Do Mathematics, pg. 61
Number line Paper cut-outs Real objects |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 4 |
Numbers
|
Fractions - Subtraction of fractions with same denominator
Fractions - Addition of fractions with one renaming |
By the end of the
lesson, the learner
should be able to:
- Subtract fractions with same denominator - Demonstrate skills in subtracting fractions - Appreciate subtraction of fractions in real life |
- Subtract two fractions with the same denominator using paper cut-outs, number line, real objects
- Work in groups to solve subtraction of fractions problems - Apply subtraction of fractions in real-life contexts |
How do we subtract fractions with the same denominator?
|
Oxford Let's Do Mathematics, pg. 62
Number line Paper cut-outs Real objects Oxford Let's Do Mathematics, pg. 63 |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 5 |
Numbers
|
Fractions - Subtraction of fractions with one renaming
|
By the end of the
lesson, the learner
should be able to:
- Subtract fractions with one renaming - Demonstrate skills in subtracting fractions with different denominators - Appreciate subtraction of fractions in real life |
- Carry out subtraction of two fractions by renaming one fraction using equivalent fractions
- Convert fractions to equivalent fractions with same denominator - Work in groups to subtract fractions with different denominators |
How do we subtract fractions with different denominators?
|
Oxford Let's Do Mathematics, pg. 64
Number line Paper cut-outs Real objects |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 1 |
Numbers
|
Fractions - Problem solving
Decimals - Place value of decimals |
By the end of the
lesson, the learner
should be able to:
- Solve problems involving fractions - Demonstrate skills in solving word problems with fractions - Show interest in applying fractions in real life |
- Solve word problems involving fractions
- Apply fractions in real-life contexts - Work in groups to solve various problems |
Where are fractions used in real life?
|
Oxford Let's Do Mathematics, pg. 65
Word problem cards Fraction charts Oxford Let's Do Mathematics, pg. 68 Place value chart Place value pockets Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 2 |
Numbers
|
Decimals - Writing decimals from smallest to largest
|
By the end of the
lesson, the learner
should be able to:
- Order decimals up to thousandths from smallest to largest - Demonstrate skills in ordering decimals - Show interest in ordering decimals in real life |
- Order decimals up to thousandths from smallest to largest using number cards or number line
- Compare decimal numbers - Work in groups to arrange decimals in increasing order |
What is the importance of ordering decimals?
|
Oxford Let's Do Mathematics, pg. 69
Number line Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 3 |
Numbers
|
Decimals - Writing decimals from largest to smallest
|
By the end of the
lesson, the learner
should be able to:
- Order decimals up to thousandths from largest to smallest - Demonstrate skills in ordering decimals - Appreciate ordering decimals in real life |
- Order decimals up to thousandths from largest to smallest using number cards or number line
- Compare decimal numbers - Work in groups to arrange decimals in decreasing order |
How do we compare and order decimals?
|
Oxford Let's Do Mathematics, pg. 70
Number line Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 4 |
Numbers
|
Decimals - Addition of decimals
Decimals - Subtraction of decimals |
By the end of the
lesson, the learner
should be able to:
- Add decimals up to thousandths - Demonstrate skills in adding decimals - Show interest in adding decimals in real life |
- Work out addition of decimals up to thousandths using place value apparatus
- Align decimal points when adding - Work in groups to solve addition of decimals problems |
How do we add decimal numbers?
|
Oxford Let's Do Mathematics, pg. 71
Place value apparatus Number cards Oxford Let's Do Mathematics, pg. 72 |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 5 |
Numbers
|
Decimals - Problem solving
|
By the end of the
lesson, the learner
should be able to:
- Solve problems involving decimals - Demonstrate skills in solving word problems with decimals - Show interest in applying decimals in real life |
- Solve word problems involving decimals
- Apply decimals in real-life contexts - Work in groups to solve various problems |
How do we use decimals to solve real-life problems?
|
Oxford Let's Do Mathematics, pg. 73
Word problem cards Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 1 |
Numbers
|
Simple Equations - Forming equations (addition)
Simple Equations - Forming equations (subtraction) |
By the end of the
lesson, the learner
should be able to:
- Form simple equations with one unknown involving addition - Demonstrate skills in forming equations - Appreciate forming equations in real life |
- Discuss and form equations with one unknown from daily experiences involving addition
- Use variables to represent unknown values - Work in groups to form equations from given situations |
Where are equations used in real life?
|
Oxford Let's Do Mathematics, pg. 76
Counting materials Cards with variables Oxford Let's Do Mathematics, pg. 77 |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 2 |
Numbers
|
Simple Equations - Forming equations (multiplication)
|
By the end of the
lesson, the learner
should be able to:
- Form simple equations with one unknown involving multiplication - Demonstrate skills in forming equations - Appreciate forming equations from real life situations |
- Discuss and form equations with one unknown from daily experiences involving multiplication
- Use variables to represent unknown values - Work in groups to form equations from given situations |
How can we represent real-life situations with equations?
|
Oxford Let's Do Mathematics, pg. 78
Counting materials Cards with variables |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 3 |
Numbers
|
Simple Equations - Forming equations (division)
|
By the end of the
lesson, the learner
should be able to:
- Form simple equations with one unknown involving division - Demonstrate skills in forming equations - Show interest in forming equations in real life |
- Discuss and form equations with one unknown from daily experiences involving division
- Use variables to represent unknown values - Work in groups to form equations from given situations |
When do we use equations with division in real life?
|
Oxford Let's Do Mathematics, pg. 79
Counting materials Cards with variables |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 4 |
Numbers
|
Simple Equations - Solving equations (addition/subtraction)
Simple Equations - Solving equations (multiplication/division) |
By the end of the
lesson, the learner
should be able to:
- Solve simple equations with one unknown involving addition and subtraction - Demonstrate skills in solving equations - Appreciate solving equations in real life |
- Solve equations with one unknown involving addition and subtraction
- Use balance method to demonstrate solving equations - Work in groups to solve various equations |
How do we find the value of an unknown in an equation?
|
Oxford Let's Do Mathematics, pg. 81
Beam balance Counters Oxford Let's Do Mathematics, pg. 83 Counters Cards with variables |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 5 |
Measurement
|
Length - Kilometre as a unit of measuring length
Length - Estimating distance in kilometres Length - Relationship between kilometre and metre |
By the end of the
lesson, the learner
should be able to:
- Identify the kilometre (km) as a unit of measuring length in real life - Demonstrate skills in measuring length in kilometres - Appreciate the use of kilometre in measuring length |
- Discuss the kilometre as a unit of measuring length in real life
- Study the signboards showing distance in kilometres - Identify places that are approximately one kilometre away from the school |
How do you measure distance?
|
Oxford Let's Do Mathematics, pg. 86
Signboard charts Maps Oxford Let's Do Mathematics, pg. 87 100-metre strings Oxford Let's Do Mathematics, pg. 88 Metre rule |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 1 |
Measurement
|
Length - Converting kilometres to metres
Length - Converting metres to kilometres |
By the end of the
lesson, the learner
should be able to:
- Convert kilometres to metres in real life situations - Demonstrate skills in converting units of length - Show interest in converting units of length |
- Convert kilometres to metres using the relationship between the units
- Solve problems involving conversion from kilometres to metres - Work in groups to convert various measurements |
Why is it important to convert between units of length?
|
Oxford Let's Do Mathematics, pg. 89
Conversion charts Oxford Let's Do Mathematics, pg. 90 |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 2 |
Measurement
|
Length - Addition of metres and kilometres
Length - Subtraction of metres and kilometres Length - Multiplication of metres and kilometres |
By the end of the
lesson, the learner
should be able to:
- Add metres and kilometres in real life situations - Demonstrate skills in adding measurements with different units - Show interest in adding measurements |
- Convert units to the same unit before adding
- Add metres and kilometres in real-life contexts - Work in groups to solve addition problems involving length |
How do we add measurements with different units?
|
Oxford Let's Do Mathematics, pg. 91
Metre rule Place value charts Oxford Let's Do Mathematics, pg. 93 Oxford Let's Do Mathematics, pg. 94 Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 3 |
Measurement
|
Length - Division of metres and kilometres
Length - Problem solving with length |
By the end of the
lesson, the learner
should be able to:
- Divide metres and kilometres by whole numbers - Demonstrate skills in dividing measurements - Appreciate division of measurements |
- Divide metres and kilometres by whole numbers
- Solve problems involving division of length measurements - Work in groups to solve division problems |
How do we divide measurements by whole numbers?
|
Oxford Let's Do Mathematics, pg. 95
Number cards Oxford Let's Do Mathematics, pg. 96 Word problem cards |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 4 |
Measurement
|
Length - Practical applications of length
|
By the end of the
lesson, the learner
should be able to:
- Apply length measurements in practical situations - Demonstrate skills in using length measurements - Appreciate practical applications of length |
- Measure distances in the school compound
- Apply length measurements in real-life contexts - Work in groups to measure and record various distances |
Where do we use length measurements in daily life?
|
Oxford Let's Do Mathematics, pg. 97
Measuring tapes Metre rules |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 5 |
Measurement
|
Length - Length conversions
Area - Square centimetre as a unit of area |
By the end of the
lesson, the learner
should be able to:
- Convert between different units of length - Demonstrate skills in converting units - Show interest in converting units of length |
- Practice converting between different units of length
- Solve problems involving conversion of units - Work in groups to convert various measurements |
Why is it important to convert between units?
|
Oxford Let's Do Mathematics, pg. 97
Conversion charts Oxford Let's Do Mathematics, pg. 98 1 cm² cut-outs Ruler |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 1 |
Measurement
|
Area - Area of rectangles
|
By the end of the
lesson, the learner
should be able to:
- Work out area of rectangles in square centimetres - Demonstrate skills in calculating area of rectangles - Show interest in finding area of rectangles |
- Cover rectangular surfaces with 1 cm² cut-outs
- Count the number of square units to find the area - Establish area of rectangles as length × width - Measure the sides and calculate the area |
What is the formula for finding the area of a rectangle?
|
Oxford Let's Do Mathematics, pg. 99
1 cm² cut-outs Ruler |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 2 |
Measurement
|
Area - Area of squares
|
By the end of the
lesson, the learner
should be able to:
- Work out area of squares in square centimetres - Demonstrate skills in calculating area of squares - Appreciate finding area of squares |
- Cover square surfaces with 1 cm² cut-outs
- Count the number of square units to find the area - Establish area of squares as side × side - Measure the sides and calculate the area |
What is the formula for finding the area of a square?
|
Oxford Let's Do Mathematics, pg. 101
1 cm² cut-outs Ruler |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 3 |
Measurement
|
Area - Problem solving with area
Area - Areas of composite shapes |
By the end of the
lesson, the learner
should be able to:
- Solve problems involving area - Demonstrate skills in applying area concepts - Show interest in solving problems involving area |
- Solve word problems involving area
- Apply area concepts in real-life contexts - Work in groups to solve various problems |
How do we use area measurements in real life?
|
Oxford Let's Do Mathematics, pg. 102
Word problem cards Oxford Let's Do Mathematics, pg. 103 1 cm² cut-outs Ruler |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 4 |
Measurement
|
Area - Practical applications of area
|
By the end of the
lesson, the learner
should be able to:
- Apply area measurements in practical situations - Demonstrate skills in using area measurements - Show interest in practical applications of area |
- Measure and calculate the area of various surfaces in the classroom
- Apply area measurements in real-life contexts - Work in groups to measure and record various areas |
Where do we use area measurements in daily life?
|
Oxford Let's Do Mathematics, pg. 103
1 cm² cut-outs Ruler |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 5 |
Measurement
|
Volume - Cubic centimetre as a unit of volume
Volume - Volume using one-centimetre cubes |
By the end of the
lesson, the learner
should be able to:
- Identify the cubic centimetre (cm³) as a unit of measuring volume - Demonstrate skills in identifying cubic centimetre - Appreciate cubic centimetre as a unit of volume |
- Measure the sides of a 1 cm cube and identify it as a unit of measuring volume
- Make cubes using clay or plasticine - Work in groups to make and identify 1 cm³ cubes |
Where is volume applicable in real life?
|
Oxford Let's Do Mathematics, pg. 104
1 cm³ cubes Clay or plasticine Oxford Let's Do Mathematics, pg. 105 1 cm³ cubes |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 1 |
Measurement
|
Volume - Formula for volume of cuboid
|
By the end of the
lesson, the learner
should be able to:
- Derive the formula for volume of cuboid as v = l × w × h practically - Demonstrate skills in deriving formula for volume - Appreciate relationship between dimensions and volume |
- Arrange cubes along length, width and vary the number of layers
- Count the number of cubes used and record - Establish the formula for volume of cuboid as v = l × w × h - Work in groups to verify the formula |
How do we calculate the volume of a cuboid?
|
Oxford Let's Do Mathematics, pg. 106
1 cm³ cubes |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 2 |
Measurement
|
Volume - Calculating volume of cuboids
|
By the end of the
lesson, the learner
should be able to:
- Work out volume of cuboids in cubic centimetres using the formula - Demonstrate skills in calculating volume of cuboids - Show interest in calculating volume of cuboids |
- Measure the dimensions of cuboids
- Apply the formula v = l × w × h to calculate volume - Work in groups to calculate volumes of various cuboids |
How do we apply the formula for volume of a cuboid?
|
Oxford Let's Do Mathematics, pg. 107
Cuboids Ruler |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 3 |
Measurement
|
Volume - Formula for volume of cube
Volume - Calculating volume of cubes |
By the end of the
lesson, the learner
should be able to:
- Derive the formula for volume of cube as v = s × s × s practically - Demonstrate skills in deriving formula for volume - Appreciate the relationship between the side and volume |
- Arrange cubes to form larger cubes
- Count the number of cubes used and record - Establish the formula for volume of cube as v = s × s × s - Work in groups to verify the formula |
How do we calculate the volume of a cube?
|
Oxford Let's Do Mathematics, pg. 108
1 cm³ cubes Oxford Let's Do Mathematics, pg. 109 Cubes Ruler |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 4 |
Measurement
|
Volume - Problem solving with volume
|
By the end of the
lesson, the learner
should be able to:
- Solve problems involving volume - Demonstrate skills in applying volume concepts - Appreciate problem solving with volume |
- Solve word problems involving volume
- Apply volume concepts in real-life contexts - Work in groups to solve various problems |
How do we use volume measurements in real life?
|
Oxford Let's Do Mathematics, pg. 110
Word problem cards |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 5 |
Measurement
|
Volume - Working out volume of 3D objects
Capacity - Millilitre as a unit of capacity |
By the end of the
lesson, the learner
should be able to:
- Calculate volumes of different 3D objects - Demonstrate skills in measuring and calculating volumes - Show interest in finding volumes of objects |
- Measure the dimensions of various 3D objects
- Calculate the volumes using appropriate formulas - Work in groups to find volumes of different objects |
How do we find volumes of objects in our environment?
|
Oxford Let's Do Mathematics, pg. 111
Various 3D objects Ruler Oxford Let's Do Mathematics, pg. 113 Teaspoons Water Containers |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 1 |
Measurement
|
Capacity - Measuring capacity in millilitres
|
By the end of the
lesson, the learner
should be able to:
- Measure capacity in millilitres - Demonstrate skills in measuring capacity - Show interest in measuring capacity |
- Pour water into containers using teaspoons
- Mark the levels for multiples of 5 millilitres - Use the containers to measure capacity in millilitres - Work in groups to measure capacity of different containers |
How do we measure capacity in millilitres?
|
Oxford Let's Do Mathematics, pg. 114
Teaspoons Water Containers Measuring cylinder |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 2 |
Measurement
|
Capacity - Estimating capacity in millilitres
|
By the end of the
lesson, the learner
should be able to:
- Estimate and measure capacity in multiples of 5 millilitres - Demonstrate skills in estimating capacity - Appreciate estimating capacity |
- Estimate the capacity of different containers in millilitres
- Measure the capacity to verify estimates - Work in groups to estimate and measure capacity of various containers |
Why is it important to estimate capacity?
|
Oxford Let's Do Mathematics, pg. 115
Water Containers Measuring cylinder |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 3 |
Measurement
|
Capacity - Relationship between litres and millilitres
Capacity - Converting litres to millilitres |
By the end of the
lesson, the learner
should be able to:
- Identify the relationship between litres and millilitres - Demonstrate skills in establishing relationship between units - Show interest in the relationship between units |
- Fill a one-litre bottle using a 100-ml bottle
- Count how many 100-ml bottles make one litre - Establish that 1000 millilitres make 1 litre - Work in groups to verify the relationship |
How many millilitres make one litre?
|
Oxford Let's Do Mathematics, pg. 116
1-litre bottle 100-ml bottle Water Oxford Let's Do Mathematics, pg. 117 Conversion charts |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 4 |
Measurement
|
Capacity - Converting millilitres to litres
|
By the end of the
lesson, the learner
should be able to:
- Convert millilitres to litres - Demonstrate skills in converting units of capacity - Show interest in converting units of capacity |
- Convert millilitres to litres using the relationship between the units
- Solve problems involving conversion from millilitres to litres - Work in groups to convert various measurements |
How do we convert millilitres to litres?
|
Oxford Let's Do Mathematics, pg. 118
Conversion charts |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 5 |
Measurement
|
Capacity - Addition of capacity
|
By the end of the
lesson, the learner
should be able to:
- Add litres and millilitres - Demonstrate skills in adding measurements of capacity - Appreciate addition of capacity measurements |
- Convert units to the same unit before adding
- Add litres and millilitres in real-life contexts - Work in groups to solve addition problems involving capacity |
How do we add measurements of capacity?
|
Oxford Let's Do Mathematics, pg. 119
Place value charts |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 1 |
Measurement
|
Capacity - Subtraction of capacity
|
By the end of the
lesson, the learner
should be able to:
- Subtract litres and millilitres - Demonstrate skills in subtracting measurements of capacity - Show interest in subtraction of capacity measurements |
- Convert units to the same unit before subtracting
- Subtract litres and millilitres in real-life contexts - Work in groups to solve subtraction problems involving capacity |
How do we subtract measurements of capacity?
|
Oxford Let's Do Mathematics, pg. 120
Place value charts |
- Observation
- Oral questions
- Written exercises
|
|
| 9 |
Midterm |
||||||||
| 10 | 1 |
Measurement
|
Capacity - Multiplication of capacity
|
By the end of the
lesson, the learner
should be able to:
- Multiply litres and millilitres by whole numbers - Demonstrate skills in multiplying capacity measurements - Appreciate multiplication of capacity measurements |
- Multiply litres and millilitres by whole numbers
- Solve problems involving multiplication of capacity measurements - Work in groups to solve multiplication problems |
How do we multiply measurements of capacity?
|
Oxford Let's Do Mathematics, pg. 121
Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 2 |
Measurement
|
Capacity - Multiplication of capacity
|
By the end of the
lesson, the learner
should be able to:
- Multiply litres and millilitres by whole numbers - Demonstrate skills in multiplying capacity measurements - Appreciate multiplication of capacity measurements |
- Multiply litres and millilitres by whole numbers
- Solve problems involving multiplication of capacity measurements - Work in groups to solve multiplication problems |
How do we multiply measurements of capacity?
|
Oxford Let's Do Mathematics, pg. 121
Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 3 |
Measurement
|
Capacity - Multiplication of capacity
|
By the end of the
lesson, the learner
should be able to:
- Multiply litres and millilitres by whole numbers - Demonstrate skills in multiplying capacity measurements - Appreciate multiplication of capacity measurements |
- Multiply litres and millilitres by whole numbers
- Solve problems involving multiplication of capacity measurements - Work in groups to solve multiplication problems |
How do we multiply measurements of capacity?
|
Oxford Let's Do Mathematics, pg. 121
Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 4 |
Measurement
|
Capacity - Multiplication of capacity
|
By the end of the
lesson, the learner
should be able to:
- Multiply litres and millilitres by whole numbers - Demonstrate skills in multiplying capacity measurements - Appreciate multiplication of capacity measurements |
- Multiply litres and millilitres by whole numbers
- Solve problems involving multiplication of capacity measurements - Work in groups to solve multiplication problems |
How do we multiply measurements of capacity?
|
Oxford Let's Do Mathematics, pg. 121
Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 5 |
Measurement
|
Capacity - Division of capacity
|
By the end of the
lesson, the learner
should be able to:
- Divide litres and millilitres by whole numbers - Demonstrate skills in dividing capacity measurements - Show interest in division of capacity measurements |
- Divide litres and millilitres by whole numbers
- Solve problems involving division of capacity measurements - Work in groups to solve division problems |
How do we divide measurements of capacity?
|
Oxford Let's Do Mathematics, pg. 122
Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 1 |
Measurement
|
Capacity - Problem solving with capacity
Capacity - Practical applications of capacity |
By the end of the
lesson, the learner
should be able to:
- Solve problems involving capacity - Demonstrate skills in applying capacity concepts - Appreciate problem solving with capacity |
- Solve word problems involving capacity
- Apply capacity concepts in real-life contexts - Work in groups to solve various problems |
How do we use capacity measurements in real life?
|
Oxford Let's Do Mathematics, pg. 123
Word problem cards Oxford Let's Do Mathematics, pg. 124 Various containers Water Measuring cylinder |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 2 |
Measurement
|
Mass - Gram as a unit of mass
|
By the end of the
lesson, the learner
should be able to:
- Identify the gram as a unit of measuring mass - Demonstrate skills in identifying gram - Appreciate gram as a unit of mass |
- Scoop a teaspoonful of soil or sand
- Divide the amount into 5 equal groups to represent 1 gram each - Work in groups to identify 1 gram amounts |
What is the importance of measuring mass?
|
Oxford Let's Do Mathematics, pg. 125
Teaspoons Soil or sand Electronic weighing scale |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 3 |
Measurement
|
Mass - Measuring mass in grams
|
By the end of the
lesson, the learner
should be able to:
- Measure mass in grams - Demonstrate skills in measuring mass - Show interest in measuring mass |
- Use a beam balance or electronic weighing machine to measure mass of various items in grams
- Record the measurements - Work in groups to measure and record the mass of different items |
How do we measure mass in grams?
|
Oxford Let's Do Mathematics, pg. 126
Beam balance Electronic weighing machine Various objects |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 4 |
Measurement
|
Mass - Estimating mass in grams
Mass - Relationship between kilogram and gram |
By the end of the
lesson, the learner
should be able to:
- Estimate and measure mass in grams - Demonstrate skills in estimating mass - Appreciate estimating mass |
- Estimate the mass of different objects in grams
- Measure the mass to verify estimates - Work in groups to estimate and measure mass of various objects |
Why is it important to estimate mass?
|
Oxford Let's Do Mathematics, pg. 127
Beam balance Electronic weighing machine Various objects Oxford Let's Do Mathematics, pg. 128 1-kg mass 100-g masses |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 5 |
Measurement
|
Mass - Converting kilograms to grams
|
By the end of the
lesson, the learner
should be able to:
- Convert kilograms to grams - Demonstrate skills in converting units of mass - Appreciate converting units of mass |
- Convert kilograms to grams using the relationship between the units
- Solve problems involving conversion from kilograms to grams - Work in groups to convert various measurements |
How do we convert kilograms to grams?
|
Oxford Let's Do Mathematics, pg. 129
Conversion charts |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 1 |
Measurement
|
Mass - Converting grams to kilograms
Mass - Addition of mass |
By the end of the
lesson, the learner
should be able to:
- Convert grams to kilograms - Demonstrate skills in converting units of mass - Show interest in converting units of mass |
- Convert grams to kilograms using the relationship between the units
- Solve problems involving conversion from grams to kilograms - Work in groups to convert various measurements |
How do we convert grams to kilograms?
|
Oxford Let's Do Mathematics, pg. 130
Conversion charts Oxford Let's Do Mathematics, pg. 131 Place value charts |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 2 |
Measurement
|
Mass - Subtraction of mass
|
By the end of the
lesson, the learner
should be able to:
- Subtract grams and kilograms - Demonstrate skills in subtracting measurements of mass - Show interest in subtraction of mass measurements |
- Convert units to the same unit before subtracting
- Subtract grams and kilograms in real-life contexts - Work in groups to solve subtraction problems involving mass |
How do we subtract measurements of mass?
|
Oxford Let's Do Mathematics, pg. 132
Place value charts |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 3 |
Measurement
|
Mass - Multiplication of mass
|
By the end of the
lesson, the learner
should be able to:
- Multiply grams and kilograms by whole numbers - Demonstrate skills in multiplying mass measurements - Appreciate multiplication of mass measurements |
- Multiply grams and kilograms by whole numbers
- Solve problems involving multiplication of mass measurements - Work in groups to solve multiplication problems |
How do we multiply measurements of mass?
|
Oxford Let's Do Mathematics, pg. 133
Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 4 |
Measurement
|
Mass - Division of mass
Mass - Problem solving with mass |
By the end of the
lesson, the learner
should be able to:
- Divide grams and kilograms by whole numbers - Demonstrate skills in dividing mass measurements - Show interest in division of mass measurements |
- Divide grams and kilograms by whole numbers
- Solve problems involving division of mass measurements - Work in groups to solve division problems |
How do we divide measurements of mass?
|
Oxford Let's Do Mathematics, pg. 134
Number cards Oxford Let's Do Mathematics, pg. 135 Word problem cards |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 5 |
Measurement
|
Mass - Practical applications of mass
|
By the end of the
lesson, the learner
should be able to:
- Apply mass measurements in practical situations - Demonstrate skills in using mass measurements - Show interest in practical applications of mass |
- Measure the mass of various objects
- Apply mass measurements in real-life contexts - Work in groups to measure and record mass of different objects |
Where do we use mass measurements in daily life?
|
Oxford Let's Do Mathematics, pg. 136
Beam balance Electronic weighing machine Various objects |
- Observation
- Oral questions
- Written exercises
|
|
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