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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
Numbers
|
Whole Numbers - Place value of digits
|
By the end of the
lesson, the learner
should be able to:
- Use place value of digits up to hundreds of thousands in real life - Demonstrate skills in identifying place value in different numbers - Show interest in identifying place values in different numbers |
- Use place value apparatus to identify place value of digits up to hundreds of thousands
- Make place value pockets and place number cards in them - Identify place value of different digits in given numbers - Work in groups to share findings on place value of digits |
What is the place value of a specific digit in a number?
|
Oxford Let's Do Mathematics, pg. 1
Number cards Place value charts Place value pockets |
- Observation
- Oral questions
- Written exercises
|
|
| 1 | 3 |
Numbers
|
Whole Numbers - Total value of digits
Whole Numbers - Numbers in symbols |
By the end of the
lesson, the learner
should be able to:
- Calculate total value of digits up to hundreds of thousands - Demonstrate skills in identifying total value in different numbers - Show interest in determining total value of digits in numbers |
- Use place value apparatus to identify total value of digits
- Multiply each digit by its place value to get the total value - Work in groups to find total value of digits in various numbers |
How do you find the total value of a digit in a number?
|
Oxford Let's Do Mathematics, pg. 3
Number cards Place value charts Oxford Let's Do Mathematics, pg. 4 Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 1 | 4 |
Numbers
|
Whole Numbers - Reading and writing numbers in words
Whole Numbers - Writing numbers in increasing order |
By the end of the
lesson, the learner
should be able to:
- Read numbers up to tens of thousands in words - Write numbers up to tens of thousands in words - Show interest in reading and writing numbers in words |
- Read and write numbers up to tens of thousands in words from number charts or cards
- Make number cards and form numbers then write them in words - Work in pairs to read and write numbers in words |
How do you write numbers in words?
|
Oxford Let's Do Mathematics, pg. 4
Number cards Number charts Oxford Let's Do Mathematics, pg. 5 |
- Observation
- Oral questions
- Written exercises
|
|
| 1 | 5 |
Numbers
|
Whole Numbers - Writing numbers in decreasing order
Whole Numbers - Rounding off numbers to the nearest hundred |
By the end of the
lesson, the learner
should be able to:
- Arrange numbers in decreasing order - Demonstrate skills in ordering numbers from largest to smallest - Show interest in arranging numbers in decreasing order |
- Arrange numbers from the largest to the smallest
- Use number cards to form numbers and arrange them in decreasing order - Work in groups to arrange given numbers in decreasing order |
Why do we arrange numbers in decreasing order?
|
Oxford Let's Do Mathematics, pg. 6
Number cards Number charts Oxford Let's Do Mathematics, pg. 7 Number line Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 1 |
Numbers
|
Whole Numbers - Rounding off numbers to the nearest thousand
Whole Numbers - Divisibility test of 2 |
By the end of the
lesson, the learner
should be able to:
- Round off numbers to the nearest thousand - Demonstrate skills in rounding off numbers - Show interest in rounding off numbers in real life |
- Round off numbers to the nearest thousand using number line
- Make number cards and group numbers based on rounding off to nearest thousand - Work in groups to round off various numbers |
How do we use rounding off in daily life?
|
Oxford Let's Do Mathematics, pg. 8
Number line Number cards Oxford Let's Do Mathematics, pg. 9 Number cards Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 2 |
Numbers
|
Whole Numbers - Divisibility test of 5
|
By the end of the
lesson, the learner
should be able to:
- Apply divisibility test of 5 in real life - Demonstrate skills in using divisibility test of 5 - Appreciate divisibility tests in solving problems |
- Use number cards to divide different numbers by 5
- Identify patterns for numbers divisible by 5 - Work in groups to determine which numbers are divisible by 5 |
What characteristics do numbers divisible by 5 have?
|
Oxford Let's Do Mathematics, pg. 10
Number cards Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 3 |
Numbers
|
Whole Numbers - Divisibility test of 10
|
By the end of the
lesson, the learner
should be able to:
- Apply divisibility test of 10 in real life - Demonstrate skills in using divisibility test of 10 - Show interest in identifying numbers divisible by 10 |
- Use number cards to divide different numbers by 10
- Identify patterns for numbers divisible by 10 - Compare divisibility test of 10 with tests of 2 and 5 |
What characteristics do numbers divisible by 10 have?
|
Oxford Let's Do Mathematics, pg. 11
Number cards Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 4 |
Numbers
|
Whole Numbers - Highest Common Factor (HCF)
|
By the end of the
lesson, the learner
should be able to:
- Apply Highest Common Factor in different situations - Demonstrate skills in finding HCF of numbers - Show interest in finding HCF in real life |
- Identify factors of given numbers
- Identify common factors of pairs of numbers - Determine the highest common factor - Work in groups to find HCF of various numbers |
What is the largest number that can divide two numbers without a remainder?
|
Oxford Let's Do Mathematics, pg. 12
Number cards Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 5 |
Numbers
|
Whole Numbers - Greatest Common Divisor (GCD)
|
By the end of the
lesson, the learner
should be able to:
- Apply Greatest Common Divisor in different situations - Demonstrate skills in finding GCD of numbers - Appreciate finding GCD in real life |
- Identify divisors of given numbers
- Identify common divisors of pairs of numbers - Determine the greatest common divisor - Work in groups to find GCD of various numbers |
How is GCD used in real life?
|
Oxford Let's Do Mathematics, pg. 12
Number cards Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 1 |
Numbers
|
Whole Numbers - Least Common Multiple (LCM) part 1
|
By the end of the
lesson, the learner
should be able to:
- Apply Least Common Multiple in real life situations - Demonstrate skills in finding multiples of numbers - Show interest in finding multiples in real life |
- Identify multiples of given numbers
- List multiples of different numbers - Work in groups to find multiples of various numbers |
What are multiples of a number?
|
Oxford Let's Do Mathematics, pg. 13
Number cards Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 2 |
Numbers
|
Whole Numbers - Least Common Multiple (LCM) part 2
Whole Numbers - Applications of HCF and LCM |
By the end of the
lesson, the learner
should be able to:
- Find Least Common Multiple of given numbers - Demonstrate skills in finding LCM of numbers - Appreciate finding LCM in real life |
- Identify common multiples of pairs of numbers
- Determine the least common multiple - Work in groups to find LCM of various numbers |
What is the smallest number that is exactly divisible by two or more numbers?
|
Oxford Let's Do Mathematics, pg. 13
Number cards Number charts Oxford Let's Do Mathematics, pg. 14 |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 3 |
Numbers
|
Whole Numbers - Number sequences
|
By the end of the
lesson, the learner
should be able to:
- Identify patterns in number sequences - Demonstrate skills in continuing number sequences - Appreciate patterns in number sequences |
- Identify patterns in given number sequences
- Continue number sequences based on identified patterns - Work in groups to create and extend number sequences |
How do we recognize patterns in number sequences?
|
Oxford Let's Do Mathematics, pg. 15
Number cards Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 4 |
Numbers
|
Whole Numbers - Comparing place values
|
By the end of the
lesson, the learner
should be able to:
- Compare place values in different numbers - Demonstrate skills in comparing place values - Show interest in comparing place values |
- Compare place values of digits in different numbers
- Use place value charts to compare numbers - Work in groups to compare place values in various numbers |
How do we use place values to compare numbers?
|
Oxford Let's Do Mathematics, pg. 16
Place value charts Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 5 |
Numbers
|
Whole Numbers - Number patterns
|
By the end of the
lesson, the learner
should be able to:
- Create number patterns using given rules - Demonstrate skills in creating number patterns - Appreciate number patterns in real life |
- Create number patterns using given rules
- Identify rules used in given number patterns - Work in groups to create and extend number patterns |
Where do we find number patterns in real life?
|
Oxford Let's Do Mathematics, pg. 17
Number cards Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 1 |
Numbers
|
Whole Numbers - Problem solving
|
By the end of the
lesson, the learner
should be able to:
- Solve problems involving whole numbers - Demonstrate skills in solving word problems - Show interest in solving problems in real life |
- Solve word problems involving whole numbers
- Apply knowledge of whole numbers in real-life contexts - Work in groups to solve various problems |
How do we use whole numbers to solve real-life problems?
|
Oxford Let's Do Mathematics, pg. 18
Word problem cards Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 2 |
Numbers
|
Addition - Addition of numbers without regrouping
|
By the end of the
lesson, the learner
should be able to:
- Add up to three 6-digit numbers without regrouping - Demonstrate skills in adding numbers without regrouping - Show interest in adding numbers in real life |
- Use place value apparatus to add up to three 6-digit numbers without regrouping
- Add up to a sum of 1,000,000 - Work in groups to solve addition problems |
Where do we use addition in daily life?
|
Oxford Let's Do Mathematics, pg. 24
Place value apparatus Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 3 |
Numbers
|
Addition - Addition of numbers with single regrouping
|
By the end of the
lesson, the learner
should be able to:
- Add up to three 6-digit numbers with single regrouping - Demonstrate skills in adding numbers with regrouping - Appreciate addition of numbers in real life |
- Use place value apparatus to add up to three 6-digit numbers with single regrouping
- Add up to a sum of 1,000,000 - Work in groups to solve addition problems with regrouping |
How do you regroup when adding numbers?
|
Oxford Let's Do Mathematics, pg. 25
Place value apparatus Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 4 |
Numbers
|
Addition - Addition of numbers with double regrouping
|
By the end of the
lesson, the learner
should be able to:
- Add up to two 6-digit numbers with double regrouping - Demonstrate skills in adding numbers with double regrouping - Show interest in adding numbers in real life |
- Use place value apparatus to add up to two 6-digit numbers with double regrouping
- Add up to a sum of 1,000,000 - Work in groups to solve addition problems with double regrouping |
When do we need to regroup twice in addition?
|
Oxford Let's Do Mathematics, pg. 25
Place value apparatus Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 5 |
Numbers
|
Addition - Estimating sum by rounding off to the nearest hundred
|
By the end of the
lesson, the learner
should be able to:
- Estimate sum by rounding off addends to the nearest hundred - Demonstrate skills in estimation of sums - Show interest in estimating sums in real life |
- Estimate sums by rounding off addends to the nearest hundred
- Use number line to round off numbers then add - Work in groups to estimate sums of various numbers |
How do you estimate the sum of given numbers?
|
Oxford Let's Do Mathematics, pg. 26
Number line Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 1 |
Numbers
|
Addition - Estimating sum by rounding off to the nearest thousand
|
By the end of the
lesson, the learner
should be able to:
- Estimate sum by rounding off addends to the nearest thousand - Demonstrate skills in estimation of sums - Appreciate estimation in real life situations |
- Estimate sums by rounding off addends to the nearest thousand
- Use number line to round off numbers then add - Work in groups to estimate sums of various numbers |
Why is estimation useful in real life?
|
Oxford Let's Do Mathematics, pg. 27
Number line Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 2 |
Numbers
|
Addition - Addition patterns
Subtraction - Subtraction of numbers without regrouping |
By the end of the
lesson, the learner
should be able to:
- Create patterns involving addition of numbers up to 1,000,000 - Demonstrate skills in creating addition patterns - Show interest in identifying addition patterns |
- Create patterns involving addition of numbers
- Identify rules used in forming addition patterns - Work in groups to create and extend addition patterns |
How can you create patterns in addition?
|
Oxford Let's Do Mathematics, pg. 28
Number cards Oxford Let's Do Mathematics, pg. 32 Place value apparatus |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 3 |
Numbers
|
Subtraction - Subtraction of numbers with regrouping
|
By the end of the
lesson, the learner
should be able to:
- Subtract up to 6-digit numbers with regrouping - Demonstrate skills in subtracting numbers with regrouping - Show interest in subtracting numbers in real life |
- Use place value apparatus to subtract up to 6-digit numbers with regrouping
- Work in groups to solve subtraction problems with regrouping - Apply subtraction in real-life contexts |
How do you regroup when subtracting numbers?
|
Oxford Let's Do Mathematics, pg. 33
Place value apparatus Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 4 |
Numbers
|
Subtraction - Estimating difference by rounding off to the nearest hundred
|
By the end of the
lesson, the learner
should be able to:
- Estimate difference by rounding off numbers to the nearest hundred - Demonstrate skills in estimation of differences - Appreciate estimation in real life |
- Estimate differences by rounding off numbers to the nearest hundred
- Use number line to round off numbers then subtract - Work in groups to estimate differences of various numbers |
How do you estimate difference to the nearest hundred?
|
Oxford Let's Do Mathematics, pg. 34
Number line Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 5 |
Numbers
|
Subtraction - Estimating difference by rounding off to the nearest thousand
|
By the end of the
lesson, the learner
should be able to:
- Estimate difference by rounding off numbers to the nearest thousand - Demonstrate skills in estimation of differences - Show interest in estimating differences in real life |
- Estimate differences by rounding off numbers to the nearest thousand
- Use number line to round off numbers then subtract - Work in groups to estimate differences of various numbers |
Why is estimation useful in daily life?
|
Oxford Let's Do Mathematics, pg. 35
Number line Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 1 |
Numbers
|
Subtraction - Combined operations
|
By the end of the
lesson, the learner
should be able to:
- Perform combined operations involving addition and subtraction - Demonstrate skills in solving combined operations - Appreciate combined operations in real life |
- Work out questions involving addition and subtraction
- Apply the correct order of operations - Work in groups to solve problems involving combined operations |
How do we solve problems with both addition and subtraction?
|
Oxford Let's Do Mathematics, pg. 36
Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 2 |
Numbers
|
Subtraction - Subtraction patterns
|
By the end of the
lesson, the learner
should be able to:
- Create patterns involving subtraction from up to 1,000,000 - Demonstrate skills in creating subtraction patterns - Show interest in identifying subtraction patterns |
- Create patterns involving subtraction of numbers
- Identify rules used in forming subtraction patterns - Work in groups to create and extend subtraction patterns |
How can you create number patterns involving subtraction?
|
Oxford Let's Do Mathematics, pg. 37
Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 3 |
Numbers
|
Multiplication - Multiplication of 2-digit by 1-digit numbers
|
By the end of the
lesson, the learner
should be able to:
- Multiply 2-digit numbers by 1-digit numbers - Demonstrate skills in multiplication - Appreciate multiplication in real life |
- Work out multiplication of 2-digit numbers by 1-digit numbers
- Use different methods of multiplication - Work in groups to solve multiplication problems |
Where is multiplication used in real life?
|
Oxford Let's Do Mathematics, pg. 42
Number cards Multiplication tables |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 4 |
Numbers
|
Multiplication - Multiplication of 3-digit by 1-digit numbers
|
By the end of the
lesson, the learner
should be able to:
- Multiply 3-digit numbers by 1-digit numbers - Demonstrate skills in multiplication - Show interest in multiplying numbers in real life |
- Work out multiplication of 3-digit numbers by 1-digit numbers
- Use different methods of multiplication - Work in groups to solve multiplication problems |
How can we apply multiplication in real life?
|
Oxford Let's Do Mathematics, pg. 42
Number cards Multiplication tables |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 5 |
Numbers
|
Multiplication - Multiplication of 3-digit by 2-digit numbers
|
By the end of the
lesson, the learner
should be able to:
- Multiply 3-digit numbers by 2-digit numbers - Demonstrate skills in multiplication - Appreciate multiplication in real life |
- Work out multiplication of 3-digit numbers by 2-digit numbers
- Use different methods of multiplication - Work in groups to solve multiplication problems |
What strategies can we use for multiplying larger numbers?
|
Oxford Let's Do Mathematics, pg. 43
Number cards Multiplication tables |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 1 |
Numbers
|
Multiplication - Estimating product by rounding off numbers
Multiplication - Making patterns |
By the end of the
lesson, the learner
should be able to:
- Estimate product by rounding off numbers to the nearest ten - Demonstrate skills in estimation of products - Show interest in estimating products in real life |
- Estimate products by rounding off numbers to the nearest ten
- Use number line to round off numbers then multiply - Work in groups to estimate products of various numbers |
How can you estimate the product of two numbers?
|
Oxford Let's Do Mathematics, pg. 44
Number line Number cards Oxford Let's Do Mathematics, pg. 45 |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 2 |
Numbers
|
Multiplication - Problem solving
|
By the end of the
lesson, the learner
should be able to:
- Solve problems involving multiplication - Demonstrate skills in solving word problems - Show interest in applying multiplication in real life |
- Solve word problems involving multiplication
- Apply multiplication in real-life contexts - Work in groups to solve various problems |
How do we use multiplication to solve real-life problems?
|
Oxford Let's Do Mathematics, pg. 46
Word problem cards Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 3 |
Numbers
|
Division - Division of 2-digit by 1-digit numbers
|
By the end of the
lesson, the learner
should be able to:
- Divide 2-digit numbers by 1-digit numbers - Demonstrate skills in division - Appreciate division in real life |
- Work out division of 2-digit numbers by 1-digit numbers
- Use different methods of division - Work in groups to solve division problems |
Where is division used in real life?
|
Oxford Let's Do Mathematics, pg. 49
Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 4 |
Numbers
|
Division - Division of 3-digit by 1-digit numbers
|
By the end of the
lesson, the learner
should be able to:
- Divide 3-digit numbers by 1-digit numbers - Demonstrate skills in division - Show interest in dividing numbers in real life |
- Work out division of 3-digit numbers by 1-digit numbers
- Use different methods of division - Work in groups to solve division problems |
How do we solve division problems in real life?
|
Oxford Let's Do Mathematics, pg. 49
Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 5 |
Numbers
|
Division - Division of 3-digit by 2-digit numbers
|
By the end of the
lesson, the learner
should be able to:
- Divide 3-digit numbers by 2-digit numbers - Demonstrate skills in division - Appreciate division in real life |
- Work out division of 3-digit numbers by 2-digit numbers
- Use different methods of division - Work in groups to solve division problems |
What strategies can we use for dividing by 2-digit numbers?
|
Oxford Let's Do Mathematics, pg. 50
Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 8 |
MIDTERM |
||||||||
| 9 | 1 |
Numbers
|
Division - Comparing division and multiplication
|
By the end of the
lesson, the learner
should be able to:
- Apply the relationship between multiplication and division - Demonstrate skills in relating division and multiplication - Show interest in relating operations |
- Discuss and demonstrate that multiplication is the opposite of division
- Form division sentences from multiplication sentences - Work in groups to create related multiplication and division sentences |
How are multiplication and division related?
|
Oxford Let's Do Mathematics, pg. 51
Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 2 |
Numbers
|
Division - Estimating quotient by rounding off numbers
|
By the end of the
lesson, the learner
should be able to:
- Estimate quotients by rounding off numbers to the nearest ten - Demonstrate skills in estimation of quotients - Appreciate estimation in real life |
- Estimate quotients by rounding off numbers to the nearest ten
- Use number line to round off numbers then divide - Work in groups to estimate quotients of various numbers |
How can we estimate quotients?
|
Oxford Let's Do Mathematics, pg. 52
Number line Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 3 |
Numbers
|
Division - Combined operations
|
By the end of the
lesson, the learner
should be able to:
- Perform combined operations involving addition, subtraction, multiplication and division - Demonstrate skills in solving combined operations - Show interest in applying combined operations |
- Work out questions involving addition, subtraction, multiplication and division
- Apply the correct order of operations - Work in groups to solve problems involving combined operations |
How do we solve problems with multiple operations?
|
Oxford Let's Do Mathematics, pg. 53
Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 4 |
Numbers
|
Fractions - Simplifying fractions
|
By the end of the
lesson, the learner
should be able to:
- Simplify fractions in different situations - Demonstrate skills in simplifying fractions - Appreciate simplifying fractions in real life |
- Identify equivalent fractions using a fraction board or chart
- Simplify given fractions using a fraction chart - Work in groups to simplify various fractions |
Why do we simplify fractions?
|
Oxford Let's Do Mathematics, pg. 56
Fraction board Fraction charts Paper cut-outs |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 5 |
Numbers
|
Fractions - Comparing fractions
|
By the end of the
lesson, the learner
should be able to:
- Compare fractions in order to make decisions - Demonstrate skills in comparing fractions - Show interest in comparing fractions in real life |
- Compare given fractions using paper cut-outs and concrete objects
- Determine which fraction is greater or smaller - Work in groups to compare various fractions |
How do we determine which fraction is larger?
|
Oxford Let's Do Mathematics, pg. 58
Fraction board Paper cut-outs Concrete objects |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 1 |
Numbers
|
Fractions - Ordering fractions
Fractions - Addition of fractions with same denominator |
By the end of the
lesson, the learner
should be able to:
- Order fractions with denominators not exceeding 12 - Demonstrate skills in ordering fractions - Appreciate ordering fractions in real life |
- Order given fractions in increasing and decreasing order using a number line and paper cut-outs
- Convert fractions to equivalent fractions with same denominator - Work in groups to order various fractions |
Why do we order fractions in real life?
|
Oxford Let's Do Mathematics, pg. 60
Number line Paper cut-outs Fraction charts Oxford Let's Do Mathematics, pg. 61 Real objects |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 2 |
Numbers
|
Fractions - Subtraction of fractions with same denominator
|
By the end of the
lesson, the learner
should be able to:
- Subtract fractions with same denominator - Demonstrate skills in subtracting fractions - Appreciate subtraction of fractions in real life |
- Subtract two fractions with the same denominator using paper cut-outs, number line, real objects
- Work in groups to solve subtraction of fractions problems - Apply subtraction of fractions in real-life contexts |
How do we subtract fractions with the same denominator?
|
Oxford Let's Do Mathematics, pg. 62
Number line Paper cut-outs Real objects |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 3 |
Numbers
|
Fractions - Addition of fractions with one renaming
|
By the end of the
lesson, the learner
should be able to:
- Add fractions with one renaming - Demonstrate skills in adding fractions with different denominators - Show interest in adding fractions in real life |
- Carry out addition of two fractions by renaming one fraction using equivalent fractions
- Convert fractions to equivalent fractions with same denominator - Work in groups to add fractions with different denominators |
How do we add fractions with different denominators?
|
Oxford Let's Do Mathematics, pg. 63
Number line Paper cut-outs Real objects |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 4 |
Numbers
|
Fractions - Subtraction of fractions with one renaming
|
By the end of the
lesson, the learner
should be able to:
- Subtract fractions with one renaming - Demonstrate skills in subtracting fractions with different denominators - Appreciate subtraction of fractions in real life |
- Carry out subtraction of two fractions by renaming one fraction using equivalent fractions
- Convert fractions to equivalent fractions with same denominator - Work in groups to subtract fractions with different denominators |
How do we subtract fractions with different denominators?
|
Oxford Let's Do Mathematics, pg. 64
Number line Paper cut-outs Real objects |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 5 |
Numbers
|
Fractions - Problem solving
|
By the end of the
lesson, the learner
should be able to:
- Solve problems involving fractions - Demonstrate skills in solving word problems with fractions - Show interest in applying fractions in real life |
- Solve word problems involving fractions
- Apply fractions in real-life contexts - Work in groups to solve various problems |
Where are fractions used in real life?
|
Oxford Let's Do Mathematics, pg. 65
Word problem cards Fraction charts |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 1 |
Numbers
|
Decimals - Place value of decimals
|
By the end of the
lesson, the learner
should be able to:
- Identify place value of decimals up to thousandths - Demonstrate skills in identifying place value of decimals - Appreciate use of decimals in real life |
- Work out place value of decimals up to thousandths using a place value chart
- Make place value pockets for decimals - Work in groups to identify place value of digits in decimal numbers |
Where do you use decimals in real life?
|
Oxford Let's Do Mathematics, pg. 68
Place value chart Place value pockets Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 2 |
Numbers
|
Decimals - Writing decimals from smallest to largest
|
By the end of the
lesson, the learner
should be able to:
- Order decimals up to thousandths from smallest to largest - Demonstrate skills in ordering decimals - Show interest in ordering decimals in real life |
- Order decimals up to thousandths from smallest to largest using number cards or number line
- Compare decimal numbers - Work in groups to arrange decimals in increasing order |
What is the importance of ordering decimals?
|
Oxford Let's Do Mathematics, pg. 69
Number line Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 3 |
Numbers
|
Decimals - Writing decimals from largest to smallest
|
By the end of the
lesson, the learner
should be able to:
- Order decimals up to thousandths from largest to smallest - Demonstrate skills in ordering decimals - Appreciate ordering decimals in real life |
- Order decimals up to thousandths from largest to smallest using number cards or number line
- Compare decimal numbers - Work in groups to arrange decimals in decreasing order |
How do we compare and order decimals?
|
Oxford Let's Do Mathematics, pg. 70
Number line Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 4 |
Numbers
|
Decimals - Addition of decimals
|
By the end of the
lesson, the learner
should be able to:
- Add decimals up to thousandths - Demonstrate skills in adding decimals - Show interest in adding decimals in real life |
- Work out addition of decimals up to thousandths using place value apparatus
- Align decimal points when adding - Work in groups to solve addition of decimals problems |
How do we add decimal numbers?
|
Oxford Let's Do Mathematics, pg. 71
Place value apparatus Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 5 |
Numbers
|
Decimals - Subtraction of decimals
|
By the end of the
lesson, the learner
should be able to:
- Subtract decimals up to thousandths - Demonstrate skills in subtracting decimals - Appreciate subtraction of decimals in real life |
- Work out subtraction of decimals up to thousandths using place value apparatus
- Align decimal points when subtracting - Work in groups to solve subtraction of decimals problems |
How do we subtract decimal numbers?
|
Oxford Let's Do Mathematics, pg. 72
Place value apparatus Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 1 |
Numbers
|
Decimals - Problem solving
Simple Equations - Forming equations (addition) |
By the end of the
lesson, the learner
should be able to:
- Solve problems involving decimals - Demonstrate skills in solving word problems with decimals - Show interest in applying decimals in real life |
- Solve word problems involving decimals
- Apply decimals in real-life contexts - Work in groups to solve various problems |
How do we use decimals to solve real-life problems?
|
Oxford Let's Do Mathematics, pg. 73
Word problem cards Number cards Oxford Let's Do Mathematics, pg. 76 Counting materials Cards with variables |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 2 |
Numbers
|
Simple Equations - Forming equations (subtraction)
|
By the end of the
lesson, the learner
should be able to:
- Form simple equations with one unknown involving subtraction - Demonstrate skills in forming equations - Show interest in forming equations in real life |
- Discuss and form equations with one unknown from daily experiences involving subtraction
- Use variables to represent unknown values - Work in groups to form equations from given situations |
How do we use equations in our daily lives?
|
Oxford Let's Do Mathematics, pg. 77
Counting materials Cards with variables |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 3 |
Numbers
|
Simple Equations - Forming equations (multiplication)
|
By the end of the
lesson, the learner
should be able to:
- Form simple equations with one unknown involving multiplication - Demonstrate skills in forming equations - Appreciate forming equations from real life situations |
- Discuss and form equations with one unknown from daily experiences involving multiplication
- Use variables to represent unknown values - Work in groups to form equations from given situations |
How can we represent real-life situations with equations?
|
Oxford Let's Do Mathematics, pg. 78
Counting materials Cards with variables |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 4 |
Numbers
|
Simple Equations - Forming equations (division)
|
By the end of the
lesson, the learner
should be able to:
- Form simple equations with one unknown involving division - Demonstrate skills in forming equations - Show interest in forming equations in real life |
- Discuss and form equations with one unknown from daily experiences involving division
- Use variables to represent unknown values - Work in groups to form equations from given situations |
When do we use equations with division in real life?
|
Oxford Let's Do Mathematics, pg. 79
Counting materials Cards with variables |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 5 |
Numbers
|
Simple Equations - Solving equations (addition/subtraction)
Simple Equations - Solving equations (multiplication/division) |
By the end of the
lesson, the learner
should be able to:
- Solve simple equations with one unknown involving addition and subtraction - Demonstrate skills in solving equations - Appreciate solving equations in real life |
- Solve equations with one unknown involving addition and subtraction
- Use balance method to demonstrate solving equations - Work in groups to solve various equations |
How do we find the value of an unknown in an equation?
|
Oxford Let's Do Mathematics, pg. 81
Beam balance Counters Oxford Let's Do Mathematics, pg. 83 Counters Cards with variables |
- Observation
- Oral questions
- Written exercises
|
|
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