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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
|
Length - Kilometre 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 (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 |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 2 |
Measurement
|
Length - Relationship between kilometre and metre
Length - Converting kilometres to metres Length - Converting metres to kilometres 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:
- Identify the relationship between kilometre (km) and metre (m) - Demonstrate skills in establishing the relationship between units - Appreciate the relationship between units of length |
- Establish the relationship between the kilometre and metre practically
- Use the 100-metre string to find out how many can make a 1-kilometre string - Work in groups to discuss the relationship between the two units |
How do we convert between kilometres and metres?
|
Oxford Let's Do Mathematics, pg. 88
100-metre strings Metre rule Oxford Let's Do Mathematics, pg. 89 Conversion charts Oxford Let's Do Mathematics, pg. 90 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
|
|
| 2 | 3 |
Measurement
|
Length - Division of metres and kilometres
Length - Problem solving with length Length - Practical applications of 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 Oxford Let's Do Mathematics, pg. 97 Measuring tapes Metre rules |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 4 |
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
|
|
| 2 | 5 |
Measurement
|
Area - Area of rectangles
Area - Area of squares Area - Problem solving with area |
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 Oxford Let's Do Mathematics, pg. 101 Oxford Let's Do Mathematics, pg. 102 Word problem cards |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 1 |
Measurement
|
Area - Areas of composite shapes
Area - Practical applications of area Volume - Cubic centimetre as a unit of volume |
By the end of the
lesson, the learner
should be able to:
- Calculate areas of composite shapes made of rectangles and squares - Demonstrate skills in finding areas of composite shapes - Appreciate finding areas of composite shapes |
- Break down composite shapes into rectangles and squares
- Find the area of each part and add them together - Work in groups to find areas of various composite shapes |
How do we find the area of composite shapes?
|
Oxford Let's Do Mathematics, pg. 103
1 cm² cut-outs Ruler Oxford Let's Do Mathematics, pg. 104 1 cm³ cubes Clay or plasticine |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 2 |
Measurement
|
Volume - Volume using one-centimetre cubes
Volume - Formula for volume of cuboid Volume - Calculating volume of cuboids |
By the end of the
lesson, the learner
should be able to:
- Calculate volume by counting cubes - Demonstrate skills in finding volume using cubes - Show interest in finding volume using cubes |
- Pile one-centimetre cubes to make layers
- Count the total number of cubes in the stack - Work in groups to build and find volume of various structures |
How do we find volume by counting cubes?
|
Oxford Let's Do Mathematics, pg. 105
1 cm³ cubes Oxford Let's Do Mathematics, pg. 106 Oxford Let's Do Mathematics, pg. 107 Cuboids Ruler |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 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
|
|
| 3 | 4 |
Measurement
|
Volume - Problem solving with volume
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:
- 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 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
|
|
| 3 | 5 |
Measurement
|
Capacity - Measuring capacity in millilitres
Capacity - Estimating capacity in millilitres Capacity - Relationship between litres and 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 Oxford Let's Do Mathematics, pg. 115 Oxford Let's Do Mathematics, pg. 116 1-litre bottle 100-ml bottle Water |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 1 |
Measurement
|
Capacity - Converting litres to millilitres
Capacity - Converting millilitres to litres |
By the end of the
lesson, the learner
should be able to:
- Convert litres to millilitres - Demonstrate skills in converting units of capacity - Appreciate converting units of capacity |
- Convert litres to millilitres using the relationship between the units
- Solve problems involving conversion from litres to millilitres - Work in groups to convert various measurements |
How do we convert litres to millilitres?
|
Oxford Let's Do Mathematics, pg. 117
Conversion charts Oxford Let's Do Mathematics, pg. 118 |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 2 |
Measurement
|
Capacity - Addition of capacity
Capacity - Subtraction of capacity Capacity - Multiplication 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 Oxford Let's Do Mathematics, pg. 120 Oxford Let's Do Mathematics, pg. 121 Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 3 |
Measurement
|
Capacity - Division of capacity
Capacity - Problem solving with capacity Capacity - Practical applications 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 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
|
|
| 4 | 4 |
Measurement
|
Mass - Gram as a unit of mass
Mass - Measuring mass in grams |
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 Oxford Let's Do Mathematics, pg. 126 Beam balance Electronic weighing machine Various objects |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 5 |
Measurement
|
Mass - Estimating mass in grams
Mass - Relationship between kilogram and gram Mass - Converting kilograms to grams |
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 Oxford Let's Do Mathematics, pg. 129 Conversion charts |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 1 |
Measurement
|
Mass - Converting grams to kilograms
Mass - Addition of mass Mass - Subtraction 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 Oxford Let's Do Mathematics, pg. 132 |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 2 |
Measurement
|
Mass - Multiplication of mass
Mass - Division of mass Mass - Problem solving with 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 Oxford Let's Do Mathematics, pg. 134 Oxford Let's Do Mathematics, pg. 135 Word problem cards |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 3 |
Measurement
|
Mass - Practical applications of mass
Time - Second as a unit of time |
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 Oxford Let's Do Mathematics, pg. 138 Analog clocks Stop watches |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 4 |
Measurement
|
Time - Relationship between minute and second
Time - Converting minutes to seconds Time - Converting seconds to minutes |
By the end of the
lesson, the learner
should be able to:
- Identify the relationship between minute and second - Demonstrate skills in establishing relationship between units - Show interest in the relationship between units |
- Establish the relationship between seconds and minute using a clock or stopwatch
- Count the number of seconds in one minute - Work in groups to verify the relationship |
How many seconds make one minute?
|
Oxford Let's Do Mathematics, pg. 139
Analog clocks Stop watches Oxford Let's Do Mathematics, pg. 140 Conversion charts Oxford Let's Do Mathematics, pg. 141 |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 5 |
Measurement
|
Time - Addition of time
Time - Subtraction of time Time - Multiplication of time |
By the end of the
lesson, the learner
should be able to:
- Add minutes and seconds with conversion - Demonstrate skills in adding time measurements - Appreciate addition of time measurements |
- Add minutes and seconds with conversion where necessary
- Solve problems involving addition of time - Work in groups to solve addition problems involving time |
How do we add measurements of time?
|
Oxford Let's Do Mathematics, pg. 142
Place value charts Oxford Let's Do Mathematics, pg. 143 Oxford Let's Do Mathematics, pg. 144 Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 1 |
Measurement
|
Time - Division of time
Time - Problem solving with time |
By the end of the
lesson, the learner
should be able to:
- Divide minutes and seconds by whole numbers - Demonstrate skills in dividing time measurements - Show interest in division of time measurements |
- Divide minutes and seconds by whole numbers
- Solve problems involving division of time measurements - Work in groups to solve division problems |
How do we divide measurements of time?
|
Oxford Let's Do Mathematics, pg. 145
Number cards Oxford Let's Do Mathematics, pg. 146 Word problem cards |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 2 |
Measurement
|
Time - Reading digital time
Money - Budget concept Money - Importance of budgeting |
By the end of the
lesson, the learner
should be able to:
- Read time in seconds from a digital clock - Demonstrate skills in reading digital time - Show interest in reading digital time |
- Use digital devices to read time in seconds
- Compare analog and digital time - Work in groups to read and record time from digital devices |
What are the advantages of digital clocks?
|
Oxford Let's Do Mathematics, pg. 147
Digital clocks Digital watches Oxford Let's Do Mathematics, pg. 149 Model shop items Price lists Oxford Let's Do Mathematics, pg. 150 Budget samples |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 3 |
Measurement
|
Money - Tax concept
Money - Importance of taxation Money - Banking services |
By the end of the
lesson, the learner
should be able to:
- Explain meaning of tax - Demonstrate skills in understanding tax concept - Appreciate the concept of taxation |
- Discuss meaning of tax
- Study receipts from sales to identify amount of taxes paid - Work in groups to understand different types of taxes |
What is the importance of paying taxes?
|
Oxford Let's Do Mathematics, pg. 151
Sales receipts Oxford Let's Do Mathematics, pg. 152 Charts showing government services Oxford Let's Do Mathematics, pg. 153 Charts showing banking services |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 4 |
Measurement
|
Money - Electronic banking
Money - Saving wisely |
By the end of the
lesson, the learner
should be able to:
- Identify electronic banking services - Demonstrate skills in understanding electronic banking - Show interest in electronic banking |
- Use digital devices to learn how to transfer money from one person to another as part of bank services
- Discuss advantages of electronic banking - Work in groups to identify different electronic banking services |
How has technology changed banking services?
|
Oxford Let's Do Mathematics, pg. 154
Charts showing electronic banking Oxford Let's Do Mathematics, pg. 155 Charts showing saving methods |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 5 |
Measurement
Geometry Geometry Geometry Geometry Geometry |
Money - Financial literacy
Lines - Horizontal and vertical lines Lines - Drawing horizontal and vertical lines Lines - Perpendicular lines Lines - Drawing perpendicular lines Lines - Parallel lines |
By the end of the
lesson, the learner
should be able to:
- Apply budgeting, banking, and saving concepts - Demonstrate skills in financial literacy - Show interest in financial literacy |
- Apply concepts of budgeting, banking, and saving in simulated situations
- Create personal financial plans - Work in groups to solve financial problems |
How can good financial habits help us in life?
|
Oxford Let's Do Mathematics, pg. 156
Budget templates Financial literacy charts Oxford Let's Do Mathematics, pg. 157 Rulers Charts showing lines Oxford Let's Do Mathematics, pg. 158 Drawing materials Oxford Let's Do Mathematics, pg. 159 Set squares Oxford Let's Do Mathematics, pg. 160 |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 1 |
Geometry
|
Lines - Drawing parallel lines
Angles - Making turns to form angles Angles - Uses of angles Angles - Measuring angles using a unit angle |
By the end of the
lesson, the learner
should be able to:
- Draw parallel lines - Demonstrate skills in drawing parallel lines - Show interest in drawing parallel lines |
- Use a ruler and a set square to draw parallel lines
- Use parallel lines to draw different structures in the environment - Work in groups to draw and identify parallel lines |
How do we draw parallel lines accurately?
|
Oxford Let's Do Mathematics, pg. 161
Rulers Set squares Drawing materials Oxford Let's Do Mathematics, pg. 162 Clock faces Directional maps Oxford Let's Do Mathematics, pg. 163 Various objects with angles Pictures showing angles Oxford Let's Do Mathematics, pg. 164 Unit angle templates Paper Scissors |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 2 |
Geometry
|
Angles - Degree as a unit of measuring angle
Angles - Reading a protractor Angles - Measuring angles in degrees |
By the end of the
lesson, the learner
should be able to:
- Identify the degree as a unit of measuring angle - Demonstrate skills in understanding degree measure - Show interest in degree as a unit of angle |
- Draw a half circle and place unit angles on it
- Subdivide the unit angle using the smallest divisions of the protractor - Determine how many degrees make the unit angle - Work in groups to understand the degree measure |
What is a degree in angle measurement?
|
Oxford Let's Do Mathematics, pg. 165
Protractors Unit angle templates Oxford Let's Do Mathematics, pg. 166 Angle charts Oxford Let's Do Mathematics, pg. 167 |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 3 |
Geometry
|
3-D Objects - 3-D objects in the environment
3-D Objects - Cubes and cuboids 3-D Objects - Cylinders and spheres |
By the end of the
lesson, the learner
should be able to:
- Describe 3-D objects in the environment - Demonstrate skills in identifying 3-D objects - Appreciate 3-D objects in the environment |
- Identify and collect objects that are cubes, cuboids, cylinders, spheres and pyramids
- Discuss the properties of each 3-D object - Work in groups to identify 3-D objects in the environment |
Where are 3-D objects used in the environment?
|
Oxford Let's Do Mathematics, pg. 168
3-D objects (cubes, cuboids, cylinders, spheres, pyramids) Oxford Let's Do Mathematics, pg. 169 Cubes Cuboids Oxford Let's Do Mathematics, pg. 170 Cylinders Spheres |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 4 |
Geometry
Data Handling |
3-D Objects - Pyramids
Data Representation - Collecting data |
By the end of the
lesson, the learner
should be able to:
- Describe 2-D shapes in pyramids - Demonstrate skills in identifying 2-D shapes in 3-D objects - Show interest in identifying 2-D shapes in 3-D objects |
- Get objects that look like pyramids
- Identify 2-D shapes on these objects - Work in groups to identify and count the number of each 2-D shape in pyramids |
What 2-D shapes can we see in pyramids?
|
Oxford Let's Do Mathematics, pg. 171
Pyramids Oxford Let's Do Mathematics, pg. 172 Data collection sheets |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 5 |
Data Handling
|
Data Representation - Recording data in tables
Data Representation - Drawing tally marks Data Representation - Frequency tables Data Representation - Interpreting data Data Representation - Application of data |
By the end of the
lesson, the learner
should be able to:
- Draw a table to record data from real life - Demonstrate skills in recording data in tables - Show interest in organizing data in tables |
- Prepare data collection and recording tools
- Record collected data on books or charts - Work in groups to organize data in tables |
How do we organize data in tables?
|
Oxford Let's Do Mathematics, pg. 173
Data collection sheets Chart paper Oxford Let's Do Mathematics, pg. 174 Oxford Let's Do Mathematics, pg. 175 Oxford Let's Do Mathematics, pg. 176 Data tables Oxford Let's Do Mathematics, pg. 177 |
- Observation
- Oral questions
- Written exercises
|
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