MEASUREMENT

Length - Identifying the kilometre (km) as a unit of measuring length
Length - Estimating distance in kilometres

By the end of the lesson, the learner should be able to:

- Identify the kilometre as a unit of measuring length.
- Develop awareness of distances that can be measured in kilometres.
- Appreciate the use of kilometres in measuring long distances.

The learner is guided to:
- Discuss the kilometre as a unit of measuring length in real life.
- Practice measuring long distances using 100 m strings.
- Fix pegs at 100 m intervals and count up to 10 intervals to make one kilometre.
- Record and discuss distances covered.

Where is kilometre used in measuring length?

- KLB Mathematics Learner's Book Grade 5 page 104.
- Tape measure.
- 100 m strings.
- Pegs.
- KLB Mathematics Learner's Book Grade 5 page 105.
- Measuring tape.
- 100 m string.
- Record sheets.

- Oral questions. - Observation. - Written exercise.

MEASUREMENT

Length - Estimating distance in kilometres
Length - Relationship between kilometre and metre

By the end of the lesson, the learner should be able to:

- Estimate distances to various locations.
- Verify estimated distances using Google maps.
- Develop accuracy in estimation.
- Appreciate the importance of estimation in everyday life.

The learner is guided to:
- Estimate distance from school to various locations (chief's camp, dispensary, market, etc.).
- Verify actual distances using Google maps where possible.
- Compare estimated and actual distances.
- Discuss why estimation skills are important.

Why do we need to estimate distances?

- KLB Mathematics Learner's Book Grade 5 page 105.
- Google maps (if available).
- Record sheets.
- 100 m string.
- Measuring tape.
- Chart showing relationship between kilometre and metre.

- Oral questions. - Written exercise. - Practical work.

MEASUREMENT

Length - Relationship between kilometre and metre
Length - Converting kilometres to metres

By the end of the lesson, the learner should be able to:

- Express the relationship between kilometre and metre.
- Complete tables showing equivalent measures.
- Describe practical scenarios where this relationship is applied.
- Show interest in understanding units of length.

The learner is guided to:
- Express the relationship that 1 km = 1000 m.
- Complete tables showing the relationship between kilometres and metres.
- Discuss real-life situations where this relationship is useful.
- Work in pairs to create their own examples.

How is the relationship between kilometre and metre useful in daily life?

- KLB Mathematics Learner's Book Grade 5 page 106.
- Chart showing relationship between kilometre and metre.
- Conversion tables.
- KLB Mathematics Learner's Book Grade 5 page 107.
- Conversion charts.
- Flashcards with conversion exercises.

- Written exercise. - Oral questions. - Group work.

MEASUREMENT

Length - Converting metres to kilometres

By the end of the lesson, the learner should be able to:

- Convert metres to kilometres.
- Convert metres to kilometres and metres.
- Solve word problems involving conversion.
- Show interest in converting units of length.

The learner is guided to:
- Convert measurements in metres to kilometres.
- Convert metres to kilometres and metres for measurements not divisible by 1000.
- Solve word problems involving conversion.
- Use a map to answer questions involving conversions.

When do we need to convert metres to kilometres?

- KLB Mathematics Learner's Book Grade 5 page 107.
- Conversion charts.
- Sketch maps with distances.

- Written exercise. - Oral questions. - Group work.

MEASUREMENT

Length - Addition of metres and kilometres
Length - Subtraction of metres and kilometres

By the end of the lesson, the learner should be able to:

- Add metres and kilometres without conversion.
- Add metres and kilometres with conversion.
- Solve word problems involving addition of metres and kilometres.
- Appreciate addition of units of length.

The learner is guided to:
- Set up addition of distances in vertical form.
- Add metres first, then add kilometres.
- Regroup where necessary when adding metres.
- Solve word problems involving addition of distances.

How do we add metres and kilometres?

- KLB Mathematics Learner's Book Grade 5 page 108.
- Conversion charts.
- Sketch maps with distances.
- Place value charts.
- KLB Mathematics Learner's Book Grade 5 page 111.
- Number cards.

- Written exercise. - Oral questions. - Group work.

MEASUREMENT

Length - Multiplication of metres and kilometres by whole numbers

By the end of the lesson, the learner should be able to:

- Multiply metres and kilometres by whole numbers.
- Solve word problems involving multiplication.
- Develop skills in multiplication of compound measures.
- Show interest in multiplication of units of length.

The learner is guided to:
- Multiply metres and kilometres by whole numbers.
- Regroup product of metres where necessary.
- Solve word problems involving multiplication of distances.
- Share their work with peers.

How do we multiply metres and kilometres by whole numbers?

- KLB Mathematics Learner's Book Grade 5 page 113.
- Multiplication charts.
- Number cards.

- Written exercise. - Oral questions. - Observation.

MEASUREMENT

Length - Division of metres and kilometres by whole numbers

By the end of the lesson, the learner should be able to:

- Divide metres and kilometres by whole numbers.
- Apply regrouping where necessary.
- Solve word problems involving division.
- Appreciate division of units of length.

The learner is guided to:
- Divide kilometres by whole numbers.
- Convert remainder to metres where necessary.
- Add the converted metres to the existing metres.
- Divide the resultant metres by the divisor.

How do we divide metres and kilometres by whole numbers?

- KLB Mathematics Learner's Book Grade 5 page 114.
- Division charts.
- Number cards.

- Written exercise. - Oral questions. - Peer assessment.

MEASUREMENT

Length - Division of metres and kilometres by whole numbers

By the end of the lesson, the learner should be able to:

- Divide metres and kilometres by whole numbers.
- Apply regrouping where necessary.
- Solve word problems involving division.
- Appreciate division of units of length.

The learner is guided to:
- Divide kilometres by whole numbers.
- Convert remainder to metres where necessary.
- Add the converted metres to the existing metres.
- Divide the resultant metres by the divisor.

How do we divide metres and kilometres by whole numbers?

- KLB Mathematics Learner's Book Grade 5 page 114.
- Division charts.
- Number cards.

- Written exercise. - Oral questions. - Peer assessment.

MEASUREMENT

Length - Division of metres and kilometres by whole numbers

By the end of the lesson, the learner should be able to:

- Divide combined measurements of metres and kilometres.
- Solve complex word problems involving division.
- Apply division skills to real-life situations.
- Show interest in division of units of length.

The learner is guided to:
- Solve more complex division problems involving combined measurements.
- Apply division skills to practical scenarios like dividing distances into equal parts.
- Create and solve their own word problems.
- Share solutions and strategies with peers.

Where do we apply division of length measures in real life?

- KLB Mathematics Learner's Book Grade 5 page 115.
- Calculators.
- Word problem cards.

- Written exercise. - Oral questions. - Peer assessment. - Project work.

MEASUREMENT

Area - The square centimetre (cm²) as a unit of measuring area

By the end of the lesson, the learner should be able to:

- Identify the square centimetre as a unit of measuring area.
- Draw one centimetre squares.
- Measure the lengths of the sides of one centimetre squares.
- Appreciate the use of square centimetre as a unit of area.

The learner is guided to:
- Measure the length of sides of squares.
- Trace and cut out one centimetre squares.
- Identify that area of a square with sides 1 cm is one square centimetre.
- Discuss the concept of area as the space occupied.

What is a square centimetre?

- KLB Mathematics Learner's Book Grade 5 page 119.
- Squared paper.
- Rulers.
- Scissors.
- One centimetre square cut-outs.

- Observation. - Oral questions. - Practical activities.

MEASUREMENT

Area - The square centimetre (cm²) as a unit of measuring area

By the end of the lesson, the learner should be able to:

- Use one centimetre squares to measure area of shapes.
- Count number of one centimetre squares to determine area.
- Express area in square centimetres.
- Show interest in measuring area of different shapes.

The learner is guided to:
- Trace shapes on paper.
- Cover the shapes with one centimetre squares.
- Count the number of squares used.
- Express the result as area in square centimetres.

How can we use square centimetre to measure area?

- KLB Mathematics Learner's Book Grade 5 page 120.
- One centimetre square cut-outs.
- Various 2D shapes.
- Scissors.
- Glue.

- Observation. - Practical activities. - Written exercise.

MEASUREMENT

Area - Working out area of rectangles in square centimetres

By the end of the lesson, the learner should be able to:

- Find area of rectangles by counting squares.
- Relate number of square centimetres to area.
- Make patterns using one centimetre squares.
- Appreciate the concept of area.

The learner is guided to:
- Cover rectangles with one centimetre squares.
- Count squares to determine area.
- Discuss the relationship between number of squares and area.
- Make patterns using one centimetre squares.

How do you find the area of a rectangle?

- KLB Mathematics Learner's Book Grade 5 page 121.
- Squared paper.
- Rectangles of different sizes.
- One centimetre square cut-outs.

- Observation. - Written exercise. - Practical activities.

MEASUREMENT

Area - Working out area of rectangles in square centimetres

By the end of the lesson, the learner should be able to:

- Derive the formula for area of a rectangle.
- Calculate area using the formula length × width.
- Solve word problems involving area of rectangles.
- Appreciate the use of formula in calculating area.

The learner is guided to:
- Count the number of squares along length and width.
- Multiply number of squares along length by number along width.
- Compare result with total number of squares.
- Derive that Area = Length × Width.

Why do we use a formula to calculate area?

- KLB Mathematics Learner's Book Grade 5 page 122.
- Rectangular shapes.
- Squared paper.
- Rulers.
- Calculator.

- Written exercise. - Oral questions. - Observation.

MEASUREMENT

Area - Working out area of squares in square centimetres

By the end of the lesson, the learner should be able to:

- Find area of squares by counting squares.
- Relate number of square centimetres to area.
- Make patterns using squares.
- Show interest in calculating areas.

The learner is guided to:
- Cover squares with one centimetre squares.
- Count squares to determine area.
- Discuss the relationship between number of squares and area.
- Make patterns using square shapes.

How do you find the area of a square?

- KLB Mathematics Learner's Book Grade 5 page 124.
- Squared paper.
- Squares of different sizes.
- One centimetre square cut-outs.

- Observation. - Written exercise. - Practical activities.

MEASUREMENT

Area - Working out area of squares in square centimetres

By the end of the lesson, the learner should be able to:

- Find area of squares by counting squares.
- Relate number of square centimetres to area.
- Make patterns using squares.
- Show interest in calculating areas.

The learner is guided to:
- Cover squares with one centimetre squares.
- Count squares to determine area.
- Discuss the relationship between number of squares and area.
- Make patterns using square shapes.

How do you find the area of a square?

- KLB Mathematics Learner's Book Grade 5 page 124.
- Squared paper.
- Squares of different sizes.
- One centimetre square cut-outs.

- Observation. - Written exercise. - Practical activities.

MEASUREMENT

Area - Working out area of squares in square centimetres

By the end of the lesson, the learner should be able to:

- Derive the formula for area of a square.
- Calculate area using the formula side × side.
- Solve word problems involving area of squares.
- Appreciate the use of formula in calculating area.

The learner is guided to:
- Count the number of squares along each side.
- Multiply the number of squares on one side by itself.
- Compare result with total number of squares.
- Derive that Area = Side × Side.

Why is the formula for area of a square different from rectangle?

- KLB Mathematics Learner's Book Grade 5 page 125.
- Square shapes.
- Squared paper.
- Rulers.
- Calculator.

- Written exercise. - Oral questions. - Project work.

MEASUREMENT

Volume - The cubic centimetre (cm³) as a unit of measuring volume

By the end of the lesson, the learner should be able to:

- Identify the cubic centimetre as a unit of measuring volume.
- Make one centimetre cubes.
- Measure sides of cubic centimetre.
- Appreciate cubic centimetre as a unit of volume.

The learner is guided to:
- Make cubes with sides 1 cm using clay or plasticine.
- Measure the sides to confirm they are 1 cm each.
- Discuss that volume of this cube is one cubic centimetre.
- Make more 1 cm cubes for use in subsequent lessons.

What is a cubic centimetre?

- KLB Mathematics Learner's Book Grade 5 page 132.
- Clay or plasticine.
- Rulers.
- 1 cm cube models.

- Observation. - Oral questions. - Practical activities.

MEASUREMENT

Volume - Deriving the formula for volume of cuboid

By the end of the lesson, the learner should be able to:

- Arrange cubic centimetres to form cuboids.
- Count the number of cubes in a cuboid.
- Relate the number of cubes to volume.
- Show interest in building models.

The learner is guided to:
- Arrange 1 cm cubes to form cuboids.
- Count the number of 1 cm cubes used.
- Arrange cubes in layers and count them.
- Discuss relationship between number of cubes and volume.

How do we determine the volume of cuboids?

- KLB Mathematics Learner's Book Grade 5 page 133.
- 1 cm cube models.
- Cuboid models.
- Charts showing cuboids.

- Observation. - Oral questions. - Practical activities.

MEASUREMENT

Volume - Deriving the formula for volume of cuboid

By the end of the lesson, the learner should be able to:

- Relate number of cubes to length, width and height.
- Derive the formula for volume of cuboid.
- Apply the formula to calculate volume.
- Appreciate the relationship between dimensions and volume.

The learner is guided to:
- Count the number of cubes along length, width and height.
- Multiply number of cubes along length, width and height.
- Compare result with total number of cubes.
- Derive that Volume = Length × Width × Height.

Why is the formula for volume of a cuboid length × width × height?

- KLB Mathematics Learner's Book Grade 5 page 134.
- Cuboid models.
- Calculators.
- Charts showing formula derivation.

- Written exercise. - Oral questions. - Observation.

MEASUREMENT

Volume - Working out volume of cuboids in cubic centimetres

By the end of the lesson, the learner should be able to:

- Apply the formula to calculate volume of cuboids.
- Solve word problems involving volume.
- Calculate volume of real objects.
- Show interest in calculating volume.

The learner is guided to:
- Measure dimensions of cuboids.
- Apply the formula V = l × w × h to calculate volume.
- Solve word problems involving volume of cuboids.
- Calculate volume of real objects in cubic centimetres.

Where do we apply volume calculations in real life?

- KLB Mathematics Learner's Book Grade 5 page 136.
- Cuboid models.
- Rulers.
- Calculators.
- Real objects in cuboid shape.

- Written exercise. - Oral questions. - Project work.

MEASUREMENT

Volume - Deriving the formula for volume of cube

By the end of the lesson, the learner should be able to:

- Arrange cubic centimetres to form cubes.
- Count the number of cubes.
- Relate the number of cubes to volume.
- Develop interest in building models.

The learner is guided to:
- Arrange 1 cm cubes to form larger cubes.
- Count the number of 1 cm cubes used.
- Arrange cubes in layers and count them.
- Discuss relationship between number of cubes and volume.

How do we determine the volume of cubes?

- KLB Mathematics Learner's Book Grade 5 page 137.
- 1 cm cube models.
- Cube models.
- Charts showing cubes.

- Observation. - Oral questions. - Practical activities.

MEASUREMENT

Volume - Deriving the formula for volume of cube

By the end of the lesson, the learner should be able to:

- Arrange cubic centimetres to form cubes.
- Count the number of cubes.
- Relate the number of cubes to volume.
- Develop interest in building models.

The learner is guided to:
- Arrange 1 cm cubes to form larger cubes.
- Count the number of 1 cm cubes used.
- Arrange cubes in layers and count them.
- Discuss relationship between number of cubes and volume.

How do we determine the volume of cubes?

- KLB Mathematics Learner's Book Grade 5 page 137.
- 1 cm cube models.
- Cube models.
- Charts showing cubes.

- Observation. - Oral questions. - Practical activities.

MEASUREMENT

Volume - Working out volume of cubes in cubic centimetres

By the end of the lesson, the learner should be able to:

- Apply the formula to calculate volume of cubes.
- Solve word problems involving volume of cubes.
- Calculate volume of real objects in cube shape.
- Show interest in calculating volume.

The learner is guided to:
- Measure side length of cubes.
- Apply the formula V = s × s × s to calculate volume.
- Solve word problems involving volume of cubes.
- Calculate volume of real objects in cube shape.

Why is the formula for volume of a cube s³?

- KLB Mathematics Learner's Book Grade 5 page 138.
- Cube models.
- Rulers.
- Calculators.
- Real objects in cube shape.

- Written exercise. - Oral questions. - Project work.

MEASUREMENT

Capacity - Identifying the millilitre as a unit of measuring capacity

By the end of the lesson, the learner should be able to:

- Identify the millilitre as a unit of measuring capacity.
- Measure 1 millilitre using appropriate apparatus.
- Name items sold in millilitres.
- Appreciate millilitre as a unit of capacity.

The learner is guided to:
- Use a transparent straw with one end closed.
- Fill a 5 ml teaspoon with water and put into straw.
- Divide the height of water into five equal parts.
- Identify that each part represents 1 millilitre.

What is a millilitre?

- KLB Mathematics Learner's Book Grade 5 page 143.
- Transparent straws.
- 5 ml teaspoons.
- Small bottles.
- Water.

- Observation. - Oral questions. - Practical activities.

MEASUREMENT

Capacity - Measuring capacity in millilitres

By the end of the lesson, the learner should be able to:

- Measure capacity in millilitres.
- Use a measuring cylinder to measure capacity.
- Mark and label capacity levels.
- Show interest in measuring capacity.

The learner is guided to:
- Fill a 5 ml spoon with water.
- Pour water into a small transparent bottle.
- Mark the level and label as 5 ml.
- Continue pouring one spoonful at a time and marking levels.

How do we measure capacity in millilitres?

- KLB Mathematics Learner's Book Grade 5 page 143.
- 5 ml teaspoons.
- Small transparent bottles.
- Measuring cylinders.
- Water.

- Observation. - Practical activities. - Oral questions.

MEASUREMENT

Capacity - Measuring capacity in millilitres

By the end of the lesson, the learner should be able to:

- Use marked containers to measure capacity.
- Measure capacity of various containers.
- Record measurements accurately.
- Show interest in measuring capacity.

The learner is guided to:
- Use the marked bottle or cylinder to measure capacity of other small containers.
- Record measurements in a table.
- Calculate how many 5 ml or 10 ml spoons fill different containers.
- Discuss and compare results.

Which containers can hold more liquid?

- KLB Mathematics Learner's Book Grade 5 page 144.
- Marked bottles.
- Measuring cylinders.
- Various small containers.
- Water.

- Observation. - Practical activities. - Written exercise.

MEASUREMENT

Capacity - Estimating and measuring capacity in multiples of 5 millilitres

By the end of the lesson, the learner should be able to:

- Estimate capacity in multiples of 5 millilitres.
- Measure actual capacity using 5 ml spoon.
- Compare estimated and actual capacity.
- Develop estimation skills.

The learner is guided to:
- Estimate capacity of containers in multiples of 5 ml.
- Measure actual capacity using 5 ml spoon.
- Record estimated and actual capacity in a table.
- Compare and discuss results.

Why is estimation important in measuring capacity?

- KLB Mathematics Learner's Book Grade 5 page 144.
- 5 ml spoons.
- Various containers.
- Record sheets.
- Water.

- Observation. - Practical activities. - Written exercise.

MEASUREMENT

Capacity - Estimating and measuring capacity in multiples of 5 millilitres

By the end of the lesson, the learner should be able to:

- Improve accuracy in estimation.
- Measure capacity of larger containers.
- Record measurements systematically.
- Appreciate importance of estimation.

The learner is guided to:
- Estimate capacity of larger containers.
- Measure actual capacity using 5 ml spoon or larger measures.
- Record and compare results.
- Discuss ways to improve estimation.

How can we improve our estimation skills?

- KLB Mathematics Learner's Book Grade 5 page 145.
- 5 ml spoons.
- Larger containers.
- Measuring cylinders.
- Water.

- Observation. - Practical activities. - Peer assessment.

MEASUREMENT

Capacity - Relationship between litres and millilitres

By the end of the lesson, the learner should be able to:

- Establish the relationship between litres and millilitres.
- State that 1 litre = 1000 millilitres.
- Complete tables showing equivalent measures.
- Show interest in units of capacity.

The learner is guided to:
- Fill a 1 litre bottle using different sized containers.
- Count how many of each container fills the 1 litre bottle.
- Complete tables relating litres to millilitres.
- Discuss that 1 litre = 1000 millilitres.

What is the relationship between litres and millilitres?

- KLB Mathematics Learner's Book Grade 5 page 145.
- 1 litre bottles.
- Containers of various sizes (100ml, 200ml, 250ml, 500ml).
- Water.
- Charts showing relationship.

- Oral questions. - Written exercise. - Observation.

MEASUREMENT

Capacity - Relationship between litres and millilitres

By the end of the lesson, the learner should be able to:

- Establish the relationship between litres and millilitres.
- State that 1 litre = 1000 millilitres.
- Complete tables showing equivalent measures.
- Show interest in units of capacity.

The learner is guided to:
- Fill a 1 litre bottle using different sized containers.
- Count how many of each container fills the 1 litre bottle.
- Complete tables relating litres to millilitres.
- Discuss that 1 litre = 1000 millilitres.

What is the relationship between litres and millilitres?

- KLB Mathematics Learner's Book Grade 5 page 145.
- 1 litre bottles.
- Containers of various sizes (100ml, 200ml, 250ml, 500ml).
- Water.
- Charts showing relationship.

- Oral questions. - Written exercise. - Observation.

MEASUREMENT

Capacity - Converting litres to millilitres

By the end of the lesson, the learner should be able to:

- Convert litres to millilitres.
- Convert combined measures of litres and millilitres to millilitres.
- Solve word problems involving conversion.
- Appreciate conversion of units.

The learner is guided to:
- Convert simple measurements in litres to millilitres.
- Convert combined measurements (e.g., 2 l 240 ml) to millilitres.
- Solve word problems involving conversion.
- Share solutions with peers.

Why do we convert between litres and millilitres?

- KLB Mathematics Learner's Book Grade 5 page 146.
- Conversion charts.
- Word problem cards.
- Calculators.

- Written exercise. - Oral questions. - Peer assessment.

MEASUREMENT

Capacity - Converting millilitres to litres

By the end of the lesson, the learner should be able to:

- Convert millilitres to litres.
- Convert millilitres to litres and millilitres.
- Solve word problems involving conversion.
- Show interest in conversion of units.

The learner is guided to:
- Convert measurements in millilitres to litres.
- Convert millilitres to litres and millilitres for measurements not divisible by 1000.
- Solve word problems involving conversion.
- Complete conversion tables.

How do we convert millilitres to litres?

- KLB Mathematics Learner's Book Grade 5 page 147.
- Conversion charts.
- Word problem cards.
- Calculators.

- Written exercise. - Oral questions. - Group work.

MEASUREMENT

Capacity - Addition of litres and millilitres

By the end of the lesson, the learner should be able to:

- Add litres and millilitres without conversion.
- Add litres and millilitres with conversion.
- Solve word problems involving addition.
- Show interest in addition of units of capacity.

The learner is guided to:
- Set up addition of capacities in vertical form.
- Add millilitres first, then add litres.
- Regroup where necessary when adding millilitres.
- Solve word problems involving addition of capacities.

How do we add litres and millilitres?

- KLB Mathematics Learner's Book Grade 5 page 149.
- Conversion charts.
- Word problem cards.
- Place value charts.

- Written exercise. - Oral questions. - Group work.

MEASUREMENT

Capacity - Subtraction of litres and millilitres

By the end of the lesson, the learner should be able to:

- Subtract litres and millilitres without conversion.
- Subtract litres and millilitres with conversion.
- Solve word problems involving subtraction.
- Appreciate subtraction of units of capacity.

The learner is guided to:
- Set up subtraction of capacities in vertical form.
- Subtract millilitres first, then subtract litres.
- Regroup where necessary from litres to millilitres.
- Solve word problems involving subtraction of capacities.

How do we subtract litres and millilitres?

- KLB Mathematics Learner's Book Grade 5 page 152.
- Conversion charts.
- Word problem cards.
- Place value charts.

- Written exercise. - Oral questions. - Group work.

MEASUREMENT

Capacity - Multiplication of litres and millilitres by whole numbers

By the end of the lesson, the learner should be able to:

- Multiply litres and millilitres by whole numbers.
- Solve word problems involving multiplication.
- Apply multiplication skills to real-life situations.
- Show interest in multiplication of units of capacity.

The learner is guided to:
- Multiply millilitres first, then multiply litres.
- Regroup product of millilitres where necessary.
- Solve word problems involving multiplication of capacities.
- Share solutions with peers.

How do we multiply litres and millilitres by whole numbers?

- KLB Mathematics Learner's Book Grade 5 page 154.
- Multiplication charts.
- Word problem cards.
- Calculators.

- Written exercise. - Oral questions. - Peer assessment.

MEASUREMENT

Capacity - Division of litres and millilitres by whole numbers

By the end of the lesson, the learner should be able to:

- Divide litres and millilitres by whole numbers.
- Apply regrouping where necessary.
- Solve word problems involving division.
- Appreciate division of units of capacity.

The learner is guided to:
- Divide litres by whole numbers.
- Convert remainder to millilitres where necessary.
- Add the converted millilitres to the existing millilitres.
- Divide the resultant millilitres by the divisor.

How do we divide litres and millilitres by whole numbers?

- KLB Mathematics Learner's Book Grade 5 page 155.
- Division charts.
- Word problem cards.
- Calculators.

- Written exercise. - Oral questions. - Group work.

GEOMETRY

Lines - Identifying and drawing horizontal and vertical lines

By the end of the lesson, the learner should be able to:

- Identify horizontal lines in the environment
- Draw horizontal lines using different objects
- Identify vertical lines in the environment
- Draw vertical lines using different objects
- Appreciate use of horizontal and vertical lines in real life

In groups or in pairs learners are guided to:
- Run their hands along horizontal edges of classroom objects like tables, desks, chalkboards
- Discuss and share findings with other groups
- Place rulers on paper and draw horizontal lines from left to right
- Use other objects with straight edges to draw horizontal lines
- Run their hands along the legs of tables and corners of walls to identify vertical lines
- Draw vertical lines running from top to bottom using rulers and other objects
- Identify horizontal and vertical lines in their environment

Where do we find horizontal and vertical lines in real life?

- KLB Mathematics Learner's Book Grade 5 page 198
- Rulers
- Straight edges
- Chalk board
- Charts with different lines
- Classroom objects

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

Lines - Identifying and drawing perpendicular lines
Lines - Identifying and drawing parallel lines

By the end of the lesson, the learner should be able to:

- Identify perpendicular lines in the environment
- Draw perpendicular lines using different objects
- Appreciate use of perpendicular lines in real life

In groups or in pairs learners are guided to:
- Take a piece of paper and fold it twice to form perpendicular lines
- Open the paper and draw lines along the folds
- Identify perpendicular lines in classroom and environment pictures
- Draw a horizontal line and mark a point on it
- Place a right corner at the point and draw a vertical line
- Draw other perpendicular lines using rulers, books and objects with right corners
- Identify perpendicular lines at home and in school

How are perpendicular lines formed?

- KLB Mathematics Learner's Book Grade 5 page 202
- Rulers
- Right angle corners
- Edges of books
- Paper for folding
- Chalk board
- Charts with perpendicular lines
- KLB Mathematics Learner's Book Grade 5 page 205
- Charts with parallel lines
- Classroom objects

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

Lines - Uses of various types of lines in real life

By the end of the lesson, the learner should be able to:

- Identify different types of lines in real life situations
- Explain the uses of different types of lines in real life
- Appreciate importance of different lines in day-to-day life

In groups or in pairs learners are guided to:
- Identify horizontal, vertical, perpendicular and parallel lines in their environment
- Discuss where these lines are used in real life
- Share with other groups examples of different lines and their uses
- Draw examples of objects that use different types of lines
- Create a display chart showing different types of lines and their uses

How are different types of lines used in our daily life?

- KLB Mathematics Learner's Book Grade 5 page 207
- Charts with different types of lines
- Pictures of objects showing different types of lines
- Rulers
- Classroom objects

- Observation - Oral questions - Written exercise - Group discussion - Project work

GEOMETRY

Angles - Relating a turn to angles
Angles - Reading a protractor

By the end of the lesson, the learner should be able to:

- Relate a turn to an angle
- Make different turns to form different angles
- Identify angles in different objects
- Appreciate use of angles in day-to-day life

In groups or in pairs learners are guided to:
- Make clockwise complete, half and quarter turns
- Discuss the relationship between turns and angles
- Identify that the amount of turn made is an angle
- Form angles by opening and closing doors, windows, scissors, and books
- Make angles by moving hands and legs
- Mark angles in different shapes and objects
- Identify angles in classroom and everyday objects

How is a turn related to an angle?

- KLB Mathematics Learner's Book Grade 5 page 208
- Clock face
- Pictures showing angles
- Scissors
- Books
- Doors and windows
- KLB Mathematics Learner's Book Grade 5 page 212
- Protractors
- Chart showing how to read a protractor
- Pictures with angles

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

Angles - Using a protractor to measure angles
Angles - Identifying the degree as a unit of measuring angle

By the end of the lesson, the learner should be able to:

- Position a protractor correctly to measure angles
- Measure different angles using a protractor
- Appreciate the importance of accurate measurement of angles

In groups or in pairs learners are guided to:
- Place the center of the protractor on the vertex of the angle
- Position the protractor so the 0° line aligns with one arm of the angle
- Read the angle where the other arm cuts the protractor scale
- Measure various angles drawn on paper
- Extend lines when necessary to measure angles
- Share their results with other groups

How do we measure angles using a protractor?

- KLB Mathematics Learner's Book Grade 5 page 213
- Protractors
- Charts with different angles
- Papers with drawn angles
- Rulers
- KLB Mathematics Learner's Book Grade 5 page 210
- Unit angle cut-outs
- Half circular cut-outs
- Paper
- Scissors

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

Angles - Measuring angles in degrees

By the end of the lesson, the learner should be able to:

- Measure different angles in degrees
- Draw half a circle and divide it into equal parts
- Appreciate accuracy in measuring angles

In groups or in pairs learners are guided to:
- Draw half a circle of radius 6 cm
- Divide the half circle into 18 equal parts (each part is 10°)
- Label the divisions on the half circle
- Cut out half of the half circle
- Use the half circle to measure different angles
- Compare measurements using half circle and protractor
- Discuss the importance of accurate measurements

How accurate is measuring angles using different tools?

- KLB Mathematics Learner's Book Grade 5 page 212
- Protractors
- Compasses
- Scissors
- Paper
- Rulers
- Charts with different angles

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

Angles - Uses of angles in the environment

By the end of the lesson, the learner should be able to:

- Identify the use of angles in the environment
- Explain how angles are used in everyday life
- Appreciate the importance of angles in day-to-day activities

In groups or in pairs learners are guided to:
- Use a clock face to make different angles by turning the hands
- Observe how changes in angles between hands create different times
- Identify angles in furniture, buildings, bridges, and other structures
- Discuss how angles help in construction and design
- Identify angles in sports, art, and other areas
- Share findings with other groups

Where are angles used in our environment?

- KLB Mathematics Learner's Book Grade 5 page 209
- Clock face
- Pictures of buildings, bridges, furniture
- Charts showing angles in real-life objects
- Video on angles in environment

- Observation - Oral questions - Written exercise - Group discussion - Project work

GEOMETRY

3-D Objects - Describing 3-D objects in the environment (Part 1)

By the end of the lesson, the learner should be able to:

- Identify different 3-D objects in the environment
- Describe the surfaces of different objects
- Appreciate the presence of 3-D objects in our environment

In groups or in pairs learners are guided to:
- Collect different objects such as milk packets, boxes, straws, small pipes, oranges, balls, cubes, marbles, tins
- Study the surface of each object
- Discuss the name used to describe the shape of each surface
- Trace and name the shapes drawn from different objects
- Identify surfaces as rectangular, square, circular or triangular
- Observe that surfaces are either straight or round
- Share findings with other groups

What 3-D objects do we see in our surroundings?

- KLB Mathematics Learner's Book Grade 5 page 218
- Various 3-D objects
- Charts with different 3-D objects
- Paper for tracing
- Pencils

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

3-D Objects - Describing 3-D objects in the environment (Part 2)

By the end of the lesson, the learner should be able to:

- Identify cuboids in the environment
- Describe the features of cuboids
- Appreciate the use of cuboids in everyday life

In groups or in pairs learners are guided to:
- Measure the sides of a cuboid
- Count the number of sides and surfaces in a cuboid
- Obtain a closed cuboid and label its parts
- Identify that the flat surfaces of a cuboid are called faces
- Observe that two faces meet to form an edge
- Recognize that two or more edges meet to form a corner
- Count the number of faces, edges, and corners in a cuboid
- Identify objects shaped like a cuboid in the environment
- Share findings with other groups

How many faces, edges, and corners does a cuboid have?

- KLB Mathematics Learner's Book Grade 5 page 220
- Cuboid models
- Charts showing parts of a cuboid
- Objects in cuboid shape
- Rulers

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

3-D Objects - Describing 3-D objects in the environment (Part 3)

By the end of the lesson, the learner should be able to:

- Identify cubes in the environment
- Describe the features of cubes
- Appreciate the use of cubes in everyday life

In groups or in pairs learners are guided to:
- Obtain a cube and examine it
- Count the number of edges, faces, and corners in a cube
- Measure the edges of a cube and observe they are equal
- Identify that all faces of a cube are equal
- Determine how many faces meet to form a corner
- Identify objects in the environment shaped like a cube
- Compare cubes with cuboids
- Share findings with other groups

What is special about a cube compared to other 3-D objects?

- KLB Mathematics Learner's Book Grade 5 page 222
- Cube models
- Charts showing parts of a cube
- Objects in cube shape
- Rulers

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

3-D Objects - Describing 3-D objects in the environment (Part 3)

By the end of the lesson, the learner should be able to:

- Identify cubes in the environment
- Describe the features of cubes
- Appreciate the use of cubes in everyday life

In groups or in pairs learners are guided to:
- Obtain a cube and examine it
- Count the number of edges, faces, and corners in a cube
- Measure the edges of a cube and observe they are equal
- Identify that all faces of a cube are equal
- Determine how many faces meet to form a corner
- Identify objects in the environment shaped like a cube
- Compare cubes with cuboids
- Share findings with other groups

What is special about a cube compared to other 3-D objects?

- KLB Mathematics Learner's Book Grade 5 page 222
- Cube models
- Charts showing parts of a cube
- Objects in cube shape
- Rulers

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

3-D Objects - Describing 2-D shapes in 3-D objects (Part 1)

By the end of the lesson, the learner should be able to:

- Identify cylinders and their features
- Describe 2-D shapes found in cylinders
- Appreciate use of cylinders in everyday life

In groups or in pairs learners are guided to:
- Obtain a cylinder and examine it
- Identify the shape of top and bottom surfaces (circular)
- Identify the shape of the other surface (curved/round)
- Observe that a cylinder has two circular surfaces and one curved surface
- Note that the two circular surfaces are equal in size
- Identify objects in the environment shaped like cylinders
- Discuss uses of cylinders
- Share findings with other groups

What 2-D shapes make up a cylinder?

- KLB Mathematics Learner's Book Grade 5 page 223
- Cylinder models
- Tin cans
- Pipes
- Charts showing cylinders
- Objects in cylindrical shape

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

3-D Objects - Describing 2-D shapes in 3-D objects (Part 2)

By the end of the lesson, the learner should be able to:

- Identify pyramids and their features
- Describe 2-D shapes found in pyramids
- Appreciate use of pyramids in everyday life

In groups or in pairs learners are guided to:
- Obtain a packet of milk in pyramid shape
- Identify the shapes of faces in the pyramid
- Count the number of edges, faces, and corners
- Recognize different types of pyramids (triangular base, square base, rectangular base)
- Compare features of different pyramids
- Complete a table showing number of faces, corners, and edges for different pyramids
- Identify uses of pyramids
- Share findings with other groups

How many faces, edges, and corners do different pyramids have?

- KLB Mathematics Learner's Book Grade 5 page 223
- Pyramid models
- Milk packets in pyramid shape
- Charts showing different pyramids
- Paper for making pyramid models

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

3-D Objects - Describing 2-D shapes in 3-D objects (Part 3)

By the end of the lesson, the learner should be able to:

- Identify spheres and their features
- Compare spheres with other 3-D objects
- Appreciate use of spheres in everyday life

In groups or in pairs learners are guided to:
- Obtain a ball in the shape of a sphere
- Discuss the shape of the ball
- Compare a sphere with pyramids, cylinders, cubes, and cuboids
- Observe that a sphere has an all-round surface
- Compare the shape of a ball with an orange
- Identify objects whose shape is a sphere
- Recognize that a sphere has no edges or corners
- Discuss uses of spheres
- Share findings with other groups

What is unique about a sphere compared to other 3-D objects?

- KLB Mathematics Learner's Book Grade 5 page 224
- Balls
- Oranges
- Marbles
- Charts showing spheres
- Objects in spherical shape

- Observation - Oral questions - Written exercise - Group discussion