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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Measurement
|
Capacity - Measuring capacity in litres
|
By the end of the
lesson, the learner
should be able to:
- Identify the litre as a unit of measuring capacity - Measure capacity of containers in litres - Show interest in measuring capacity in litres |
- In pairs/groups, collect safe materials in the immediate environment to be used to measure capacity
- Fill a bucket with water using a 1-litre bottle and count how many bottles fill the bucket - Measure capacity of different containers using a 1-litre container - Record and compare capacities of various containers |
How can the capacity of a container be measured?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 116
- 1-litre bottles/containers - Various containers (buckets, jugs, etc.) - Water - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 2 | 2 |
Measurement
|
Capacity - Measuring capacity in litres
|
By the end of the
lesson, the learner
should be able to:
- Measure capacity of different containers in litres - Record capacity measurements accurately - Value the importance of capacity measurement |
- In pairs/groups, fill different containers with water using a 1-litre bottle
- Count how many 1-litre bottles fill each container - Record findings in a table - Compare capacities of different containers |
What is the relationship between container size and capacity?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 117
- 1-litre bottles/containers - Various containers (basins, sufurias, jerrycans) - Water - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 2 | 3 |
Measurement
|
Capacity - Measuring capacity in litres
|
By the end of the
lesson, the learner
should be able to:
- Measure capacity of different containers in litres - Record capacity measurements accurately - Value the importance of capacity measurement |
- In pairs/groups, fill different containers with water using a 1-litre bottle
- Count how many 1-litre bottles fill each container - Record findings in a table - Compare capacities of different containers |
What is the relationship between container size and capacity?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 117
- 1-litre bottles/containers - Various containers (basins, sufurias, jerrycans) - Water - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 2 | 4 |
Measurement
|
Capacity - Adding capacity in litres
|
By the end of the
lesson, the learner
should be able to:
- Add capacity in litres - Solve problems involving addition of capacity in litres - Appreciate addition of capacity in daily activities |
- Put water in different containers and pour into a basin to demonstrate addition of capacity
- Work out addition problems involving capacity using place value charts - Solve word problems involving addition of capacity measurements - Use digital tools to practice addition of capacity |
How do we add capacity measurements?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 118
- 1-litre bottles/containers - Various containers - Water - Place value chart - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 2 | 5 |
Measurement
|
Capacity - Subtracting capacity in litres
|
By the end of the
lesson, the learner
should be able to:
- Subtract capacity in litres - Solve problems involving subtraction of capacity in litres - Apply subtraction of capacity in real-life situations |
- Pour water from a jerrycan into smaller containers to demonstrate subtraction
- Work out subtraction problems involving capacity using place value charts - Solve word problems involving subtraction of capacity - Present solutions to the class |
How do we find the remaining capacity when some liquid is removed?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 119
- 1-litre bottles/containers - Various containers - Water - Place value chart - Digital resources |
- Observation
- Oral questions
- Written tests
|
|
| 3 | 1 |
Measurement
|
Capacity - Estimating capacity up to 5 litres
|
By the end of the
lesson, the learner
should be able to:
- Estimate capacity of containers up to 5 litres - Compare estimated and actual capacity - Show interest in estimating capacity in daily life |
- Mark a jerrycan at 1-litre intervals using a marking pen
- Use the marked jerrycan to estimate capacity of different containers - Measure to verify estimates - Discuss the importance of estimating capacity |
How can we estimate the capacity of containers?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 120
- 1-litre bottles/containers - Various containers - Water - Marking pen - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 3 | 2 |
Measurement
|
Capacity - Estimating capacity up to 5 litres
|
By the end of the
lesson, the learner
should be able to:
- Estimate capacity of containers up to 5 litres - Compare estimated and actual capacity - Show interest in estimating capacity in daily life |
- Mark a jerrycan at 1-litre intervals using a marking pen
- Use the marked jerrycan to estimate capacity of different containers - Measure to verify estimates - Discuss the importance of estimating capacity |
How can we estimate the capacity of containers?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 120
- 1-litre bottles/containers - Various containers - Water - Marking pen - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 3 | 3 |
Measurement
|
Capacity - Estimating capacity up to 5 litres
|
By the end of the
lesson, the learner
should be able to:
- Estimate capacity of different containers up to 5 litres - Measure capacity accurately using appropriate tools - Apply estimation of capacity in real-life situations |
- In pairs/groups, estimate capacity of various containers up to 5 litres
- Measure the actual capacity to verify estimates - Fill in tables comparing estimated and actual capacity - Discuss situations where estimation of capacity is useful |
How accurate are our capacity estimations?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 121
- 1-litre bottles/containers - Various containers - Water - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 3 | 4 |
Measurement
|
Capacity - Applying capacity measurement in real-life situations
|
By the end of the
lesson, the learner
should be able to:
- Apply measurement of capacity in solving real-life problems - Interpret capacity-related information - Appreciate the importance of capacity measurement |
- Discuss real-life situations where capacity measurement is important
- Role-play shopping scenarios involving measuring liquid items - Solve word problems related to capacity - Use digital resources for capacity measurement activities |
How is measuring capacity useful in our daily lives?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 122
- 1-litre bottles/containers - Various containers - Water - Digital resources - QR code activities |
- Observation
- Oral questions
- Project work
- Written tests
|
|
| 3 | 5 |
Measurement
|
Capacity - Applying capacity measurement in real-life situations
|
By the end of the
lesson, the learner
should be able to:
- Solve complex problems involving capacity - Apply concepts of capacity to real-life situations - Value water conservation and appropriate use |
- In groups, plan water usage for different activities
- Estimate daily water consumption for various activities - Discuss ways to conserve water - Create posters showing importance of measuring capacity and water conservation |
Why is it important to measure capacity accurately?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 122
- 1-litre bottles/containers - Various containers - Charts and posters - Digital resources |
- Observation
- Oral questions
- Project work
- Written assignments
|
|
| 4 | 1 |
Measurement
|
Time - Identifying minute as a unit of measuring time
|
By the end of the
lesson, the learner
should be able to:
- Identify the minute as a unit of measuring time - Locate a minute on the clock face - Show interest in learning about units of time |
- In groups, draw a clock face on a manila paper and divide it into equal parts
- Discuss the divisions on the clock face - Locate a minute on the clock face - Count minutes between different positions on the clock face |
How many minutes are there between the numbers on a clock?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 123
- Clock models - Manila paper - Drawing materials - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 4 | 2 |
Measurement
|
Time - Identifying minute as a unit of measuring time
|
By the end of the
lesson, the learner
should be able to:
- Identify the minute as a unit of measuring time - Locate a minute on the clock face - Show interest in learning about units of time |
- In groups, draw a clock face on a manila paper and divide it into equal parts
- Discuss the divisions on the clock face - Locate a minute on the clock face - Count minutes between different positions on the clock face |
How many minutes are there between the numbers on a clock?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 123
- Clock models - Manila paper - Drawing materials - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 4 | 3 |
Measurement
|
Time - Reading and telling time using 'past' and 'to' on clock face
|
By the end of the
lesson, the learner
should be able to:
- Read time using 'past' the hour - Tell time using 'past' the hour - Appreciate importance of reading time correctly |
- In pairs/groups, discuss how to tell time on the clock face using "past" the hour
- Practice reading and telling time on analog clocks - Identify various positions of the minute hand for 'past' the hour - Complete activities involving time 'past' the hour |
How do we tell time using 'past' the hour?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 124
- Clock models - Clock face charts - Digital resources |
- Observation
- Oral questions
- Written tests
|
|
| 4 | 4 |
Measurement
|
Time - Reading and telling time using 'past' and 'to' on clock face
|
By the end of the
lesson, the learner
should be able to:
- Read time using 'to' the hour - Tell time using 'to' the hour - Show interest in telling time correctly |
- In pairs/groups, discuss how to tell time on the clock face using "to" the hour
- Practice reading and telling time on analog clocks - Identify various positions of the minute hand for 'to' the hour - Complete activities involving time 'to' the hour |
How do we tell time using 'to' the hour?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 128
- Clock models - Clock face charts - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 4 | 5 |
Measurement
|
Time - Reading and telling time using digital and analogue clocks
|
By the end of the
lesson, the learner
should be able to:
- Identify analog and digital clocks - Read time on an analog clock - Appreciate telling time using different clock types |
- In groups, examine analog and digital clocks and identify differences
- Practice reading time on analog clocks - Discuss how the analog clock operates - Match times shown on analog clock faces to written forms |
What are the differences between analog and digital clocks?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 130
- Analog clock models - Digital clock models - Clock face charts - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 5 | 1 |
Measurement
|
Time - Reading and telling time using digital and analogue clocks
|
By the end of the
lesson, the learner
should be able to:
- Read time on a digital clock - Compare analog and digital time formats - Value the importance of digital time in modern life |
- In groups, discuss how the digital clock operates
- Practice reading time on digital clocks - Compare times shown on analog and digital clocks - Match analog clock faces to digital time displays |
How do we read time on a digital clock?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 132
- Analog clock models - Digital clock models - Clock face charts - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 2 |
Measurement
|
Time - Reading and telling time using digital and analogue clocks
|
By the end of the
lesson, the learner
should be able to:
- Read time on a digital clock - Compare analog and digital time formats - Value the importance of digital time in modern life |
- In groups, discuss how the digital clock operates
- Practice reading time on digital clocks - Compare times shown on analog and digital clocks - Match analog clock faces to digital time displays |
How do we read time on a digital clock?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 132
- Analog clock models - Digital clock models - Clock face charts - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 3 |
Measurement
|
Time - Writing time using 'past' and 'to' the hour
|
By the end of the
lesson, the learner
should be able to:
- Write time using 'past' the hour - Convert between different ways of expressing time - Show interest in writing time correctly |
- Practice writing time shown on analog clocks using 'past' the hour
- Convert between analog clock displays and written time expressions - Complete worksheets with time writing exercises - Match written time expressions to clock faces |
How do we write time using 'past' the hour?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 134
- Clock models - Worksheets - Digital resources |
- Observation
- Oral questions
- Written tests
|
|
| 5 | 4 |
Measurement
|
Time - Writing time using 'past' and 'to' the hour
|
By the end of the
lesson, the learner
should be able to:
- Write time using 'to' the hour - Convert between different ways of expressing time - Appreciate the importance of writing time correctly |
- Practice writing time shown on analog clocks using 'to' the hour
- Convert between analog clock displays and written time expressions - Complete worksheets with time writing exercises - Match written time expressions to clock faces |
How do we write time using 'to' the hour?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 135
- Clock models - Worksheets - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 5 |
Measurement
|
Time - Writing time using 'past' and 'to' the hour
|
By the end of the
lesson, the learner
should be able to:
- Write time using 'to' the hour - Convert between different ways of expressing time - Appreciate the importance of writing time correctly |
- Practice writing time shown on analog clocks using 'to' the hour
- Convert between analog clock displays and written time expressions - Complete worksheets with time writing exercises - Match written time expressions to clock faces |
How do we write time using 'to' the hour?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 135
- Clock models - Worksheets - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 6 | 1 |
Measurement
|
Time - Estimating time in hours
|
By the end of the
lesson, the learner
should be able to:
- Estimate time taken for various activities in hours - Compare estimated and actual time - Value the importance of time estimation |
- In pairs/groups, estimate time in hours for various daily activities
- Discuss how to estimate duration of activities - Compare estimated time with actual time taken - Keep a log of time taken for different activities |
How long does it take to complete different activities?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 135
- Clock models - Activity charts - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 6 | 2 |
Measurement
|
Time - Adding time (hours and minutes without conversion)
|
By the end of the
lesson, the learner
should be able to:
- Add time involving hours and minutes without conversion - Solve problems involving addition of time - Appreciate addition of time in real-life situations |
- In pairs/groups, add time in hours and minutes without conversion
- Solve word problems involving addition of time - Use place value charts to organize hours and minutes - Role-play scenarios involving addition of time |
How do we add hours and minutes?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 136
- Clock models - Place value charts for time - Digital resources |
- Observation
- Oral questions
- Written tests
|
|
| 6 | 3 |
Measurement
|
Time - Subtracting time (hours and minutes without conversion)
|
By the end of the
lesson, the learner
should be able to:
- Subtract time involving hours and minutes without conversion - Solve problems involving subtraction of time - Apply subtraction of time in real-life situations |
- In pairs/groups, subtract time in hours and minutes without conversion
- Solve word problems involving subtraction of time - Use place value charts to organize hours and minutes - Discuss real-life applications of time subtraction |
How do we find the difference between two times?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 136
- Clock models - Place value charts for time - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 6 | 4 |
Measurement
|
Time - Subtracting time (hours and minutes without conversion)
|
By the end of the
lesson, the learner
should be able to:
- Subtract time involving hours and minutes without conversion - Solve problems involving subtraction of time - Apply subtraction of time in real-life situations |
- In pairs/groups, subtract time in hours and minutes without conversion
- Solve word problems involving subtraction of time - Use place value charts to organize hours and minutes - Discuss real-life applications of time subtraction |
How do we find the difference between two times?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 136
- Clock models - Place value charts for time - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 6 | 5 |
Measurement
|
Time - Appreciating time in real-life situations
|
By the end of the
lesson, the learner
should be able to:
- Apply concepts of time to real-life situations - Interpret time-related information - Value the importance of time management |
- Discuss the importance of keeping time in real life situations
- Create daily schedules using appropriate time measurements - Role-play scenarios involving time management - Solve real-life problems related to time |
Why is keeping time important in our daily lives?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 137
- Clock models - Schedule charts - Digital resources - QR code activities |
- Observation
- Oral questions
- Project work
- Written tests
|
|
| 7 | 1 |
Measurement
|
Money - Identifying Kenyan currency notes up to Sh.1000
|
By the end of the
lesson, the learner
should be able to:
- Identify Kenyan currency notes up to sh.1000 - Describe features of Kenyan currency notes - Show interest in learning about Kenyan currency |
- Examine pictures of Kenyan currency notes and discuss their features
- Talk about what is seen on the front and back sides of the notes - Match currency notes according to their value and features - Sort notes from the lowest to the highest value |
What are the features of Kenyan currency notes?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 139
- Pictures of Kenyan currency notes - Model currency notes - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 7 | 2 |
Measurement
|
Money - Counting money in different denominations up to Sh.1000
|
By the end of the
lesson, the learner
should be able to:
- Count money in different denominations up to sh.1000 - Determine the total value of mixed denominations - Appreciate the importance of counting money accurately |
- Use model notes to count money in different denominations
- Group notes of the same value together - Count the number of notes of each value and determine their total value - Add the total values of all the notes to get the total amount |
How do we count money of different denominations?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 141
- Model currency notes - Sorting trays - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 7 | 3 |
Measurement
|
Money - Counting money in different denominations up to Sh.1000
|
By the end of the
lesson, the learner
should be able to:
- Count money in different denominations up to sh.1000 - Determine the total value of mixed denominations - Appreciate the importance of counting money accurately |
- Use model notes to count money in different denominations
- Group notes of the same value together - Count the number of notes of each value and determine their total value - Add the total values of all the notes to get the total amount |
How do we count money of different denominations?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 141
- Model currency notes - Sorting trays - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 7 | 4 |
Measurement
|
Money - Adding money in different denominations up to Sh.1000
|
By the end of the
lesson, the learner
should be able to:
- Add money in different denominations up to sh.1000 - Solve problems involving addition of money - Value accuracy when adding money |
- Read and work out addition of money problems
- Use place value charts to add money - Solve word problems involving addition of money - Share answers with classmates |
How do we add money of different denominations?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 143
- Model currency notes - Place value charts - Digital resources |
- Observation
- Oral questions
- Written tests
|
|
| 7 | 5 |
Measurement
|
Money - Adding money in different denominations up to Sh.1000
|
By the end of the
lesson, the learner
should be able to:
- Add money in different denominations up to sh.1000 - Solve more complex problems involving addition of money - Apply addition of money in real-life situations |
- Solve multi-step problems involving addition of money
- Role-play shopping scenarios requiring addition of prices - Use model money to demonstrate addition - Create their own addition problems involving money |
How is adding money useful in daily life?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 143
- Model currency notes - Classroom shop - Place value charts - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 8 | 1 |
Measurement
|
Money - Subtracting money in different denominations up to Sh.1000
|
By the end of the
lesson, the learner
should be able to:
- Subtract money in different denominations up to sh.1000 - Solve problems involving subtraction of money - Show interest in learning about money |
- Read and work out subtraction of money problems
- Use place value charts to subtract money - Solve word problems involving subtraction of money - Share answers with classmates |
How do we subtract money of different denominations?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 144
- Model currency notes - Place value charts - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 8 | 2 |
Measurement
|
Money - Subtracting money in different denominations up to Sh.1000
|
By the end of the
lesson, the learner
should be able to:
- Subtract money in different denominations up to sh.1000 - Solve problems involving subtraction of money - Show interest in learning about money |
- Read and work out subtraction of money problems
- Use place value charts to subtract money - Solve word problems involving subtraction of money - Share answers with classmates |
How do we subtract money of different denominations?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 144
- Model currency notes - Place value charts - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 8 | 3 |
Measurement
|
Money - Subtracting money in different denominations up to Sh.1000
|
By the end of the
lesson, the learner
should be able to:
- Subtract money in different denominations up to sh.1000 - Solve more complex problems involving subtraction of money - Apply subtraction of money in real-life situations |
- Solve multi-step problems involving subtraction of money
- Role-play shopping scenarios requiring calculation of change - Use model money to demonstrate subtraction - Create their own subtraction problems involving money |
How is subtracting money useful in daily life?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 144
- Model currency notes - Classroom shop - Place value charts - Digital resources |
- Observation
- Oral questions
- Written tests
|
|
| 8 | 4 |
Measurement
|
Money - Representing the same amount in different denominations
|
By the end of the
lesson, the learner
should be able to:
- Represent the same amount of money in different denominations - Convert between different denominations - Appreciate different ways of representing money |
- Role-play changing money into different denominations in a classroom model shop
- Demonstrate how the same amount can be represented using different notes - Complete activities showing equivalent amounts in different denominations - Discuss real-life situations requiring denomination conversion |
How can money be represented in different denominations?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 145
- Model currency notes - Classroom shop - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 8 | 5 |
Measurement
|
Money - Converting money into different denominations
|
By the end of the
lesson, the learner
should be able to:
- Convert money into different denominations - Determine equivalents in different denominations - Value flexibility in representing money amounts |
- Give the shopkeeper different notes and get change in smaller denominations
- Give several small denomination notes to get larger denomination notes - Practice conversion between different denominations - Check that amounts are correct after conversion |
How many 100-shilling notes make 1000 shillings?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 146
- Model currency notes - Classroom shop - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 9 | 1 |
Measurement
|
Money - Using money to buy up to 3 items involving balance
|
By the end of the
lesson, the learner
should be able to:
- Use money to buy up to 3 items involving balance - Calculate total cost and balance correctly - Apply money concepts in shopping scenarios |
- Role-play buying items using a classroom shop
- Calculate total cost of multiple items - Determine correct balance when paying with larger denominations - Practice giving and receiving correct change |
How do we calculate the balance when buying multiple items?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 147
- Model currency notes - Classroom shop with priced items - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 9 | 2 |
Measurement
|
Money - Using money to buy up to 3 items involving balance
|
By the end of the
lesson, the learner
should be able to:
- Use money to buy up to 3 items involving balance - Calculate total cost and balance correctly - Apply money concepts in shopping scenarios |
- Role-play buying items using a classroom shop
- Calculate total cost of multiple items - Determine correct balance when paying with larger denominations - Practice giving and receiving correct change |
How do we calculate the balance when buying multiple items?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 147
- Model currency notes - Classroom shop with priced items - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 9 | 3 |
Measurement
|
Money - Appreciating spending and saving money
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate responsible spending habits - Explain the importance of saving money - Value good financial management |
- Discuss the importance of spending money wisely
- Role-play scenarios involving saving and spending decisions - Create simple budgets for given amounts - Share experiences related to saving money |
Why is it important to save money?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 149
- Model currency notes - Budget charts - Digital resources - QR code activities |
- Observation
- Oral questions
- Project work
- Written assignments
|
|
| 9 | 4 |
Geometry
|
Position and Direction - Moving along a straight line from a point
|
By the end of the
lesson, the learner
should be able to:
- Move along a straight line from a point - Identify situations that involve moving in a straight line - Show interest in movement along straight lines |
- In pairs/groups, go outside the classroom and move along straight lines
- Move along the width of the school field - Move from one tree to another - Move from the classroom to the flagpost - Discuss scenarios in daily life that involve moving in straight lines |
What are some examples of moving in a straight line in our environment?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 151
- School compound - Strings/ropes - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 9 | 5 |
Geometry
|
Position and Direction - Identifying right and left side from a point
|
By the end of the
lesson, the learner
should be able to:
- Identify the right side from a point - Identify the left side from a point - Appreciate the importance of positional language |
- Examine pictures showing objects positioned to the right and left
- Identify objects positioned to the right and left of reference points - Arrange various objects to the right and left of a central point - Describe the position of objects using right and left - Play positioning games in pairs and groups |
How do we describe the position of objects using right and left?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 152
- Pictures showing positions - Classroom objects - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 10 |
End of term assessment |
||||||||
| 11 | 1 |
Geometry
|
Position and Direction - Turning to the right from a point
|
By the end of the
lesson, the learner
should be able to:
- Turn to the right from a point - Follow instructions involving turning right - Value the importance of directional language |
- Move in a straight line along one side of the classroom and then turn to the right
- Observe and describe what is seen after turning right - Identify contexts where turning right is necessary - Practice giving and following instructions involving turning right - Use diagrams to trace paths involving right turns |
What happens when we turn to the right from a point?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 154
- School compound - Direction charts - Floor diagrams - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 11 | 2 |
Geometry
|
Position and Direction - Turning to the right from a point
|
By the end of the
lesson, the learner
should be able to:
- Turn to the right from a point - Follow instructions involving turning right - Value the importance of directional language |
- Move in a straight line along one side of the classroom and then turn to the right
- Observe and describe what is seen after turning right - Identify contexts where turning right is necessary - Practice giving and following instructions involving turning right - Use diagrams to trace paths involving right turns |
What happens when we turn to the right from a point?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 154
- School compound - Direction charts - Floor diagrams - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 11 | 3 |
Geometry
|
Position and Direction - Turning to the left from a point
|
By the end of the
lesson, the learner
should be able to:
- Turn to the left from a point - Follow instructions involving turning left - Show interest in directional movements |
- Move in a straight line along one side of the classroom and then turn to the left
- Observe and describe what is seen after turning left - Identify contexts where turning left is necessary - Practice giving and following instructions involving turning left - Use diagrams to trace paths involving left turns |
What happens when we turn to the left from a point?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 156
- School compound - Direction charts - Floor diagrams - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 11 | 4 |
Geometry
|
Position and Direction - Using directions in real-life situations
|
By the end of the
lesson, the learner
should be able to:
- Apply directional language in real-life situations - Follow multi-step directional instructions - Appreciate the importance of directions in daily life |
- Interpret diagrams showing different paths and directions
- Give and follow directions to move from one location to another within the school - Describe how to move from one place to another using directional language - Create and solve directional puzzles - Use digital resources for direction activities |
How are directions useful in our daily lives?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 157
- School map - Direction charts - Digital resources - QR code activities |
- Observation
- Oral questions
- Project work
- Written tests
|
|
| 11 | 5 |
Geometry
|
Position and Direction - Using directions in real-life situations
|
By the end of the
lesson, the learner
should be able to:
- Apply directional language in real-life situations - Follow multi-step directional instructions - Appreciate the importance of directions in daily life |
- Interpret diagrams showing different paths and directions
- Give and follow directions to move from one location to another within the school - Describe how to move from one place to another using directional language - Create and solve directional puzzles - Use digital resources for direction activities |
How are directions useful in our daily lives?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 157
- School map - Direction charts - Digital resources - QR code activities |
- Observation
- Oral questions
- Project work
- Written tests
|
|
| 12 | 1 |
Geometry
|
Shapes - Identifying shapes in a combined shape made of two different shapes
|
By the end of the
lesson, the learner
should be able to:
- Identify basic geometric shapes - Recognize shapes within combined shapes - Show interest in exploring shapes in the environment |
- Make paper cut-outs of various shapes
- Sort the paper cut-outs according to their shapes - Name the different shapes made from the paper cut-outs - Identify and name individual shapes in combined shapes - Examine objects in the environment to identify combined shapes |
What shapes can you identify in combined objects?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 160
- Manila paper - Scissors - Shape cut-outs - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 12 | 2 |
Geometry
|
Shapes - Drawing a combined shape made of 2 shapes
|
By the end of the
lesson, the learner
should be able to:
- Draw basic geometric shapes - Create drawings of combined shapes - Value creativity in combining shapes |
- Examine pictures of objects in the environment with common shapes
- Identify and discuss the shapes seen in various objects - Draw combined shapes found in the environment - Create drawings combining two different shapes - Share and discuss drawings with peers |
How can we draw objects made of combined shapes?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 162
- Drawing materials - Shape templates - Pictures of everyday objects - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 12 | 3 |
Geometry
|
Shapes - Modeling a combined shape made of two shapes
|
By the end of the
lesson, the learner
should be able to:
- Identify materials suitable for modeling shapes - Model combined shapes using locally available materials - Appreciate shapes in everyday objects |
- Look at pictures of objects in the environment made of two shapes
- Identify suitable materials for modeling shapes - Use locally available materials to model combined shapes - Present and explain models to the class - Identify the individual shapes in each model |
How can we create models of combined shapes?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 164
- Clay/plasticine - Card stock - Locally available materials - Digital resources |
- Observation
- Oral questions
- Project work
|
|
| 12 | 4 |
Geometry
|
Shapes - Modeling a combined shape made of two shapes
|
By the end of the
lesson, the learner
should be able to:
- Identify materials suitable for modeling shapes - Model combined shapes using locally available materials - Appreciate shapes in everyday objects |
- Look at pictures of objects in the environment made of two shapes
- Identify suitable materials for modeling shapes - Use locally available materials to model combined shapes - Present and explain models to the class - Identify the individual shapes in each model |
How can we create models of combined shapes?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 164
- Clay/plasticine - Card stock - Locally available materials - Digital resources |
- Observation
- Oral questions
- Project work
|
|
| 12 | 5 |
Geometry
|
Shapes - Appreciating combined shapes in the environment
|
By the end of the
lesson, the learner
should be able to:
- Identify combined shapes in the environment - Relate shapes to real-life objects - Value the presence of shapes in the environment |
- Walk around the school environment to identify objects made of combined shapes
- Sketch objects in the environment showing their component shapes - Discuss the usefulness of different shapes in everyday objects - Create a display of combined shapes found in the environment - Use digital resources for shape activities |
Why are shapes important in our environment?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 165
- School environment - Drawing materials - Digital resources - QR code activities |
- Observation
- Oral questions
- Project work
- Written assignments
|
|
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