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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
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 |
- learners are guided to: usee 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 | 2 |
Numbers
|
Whole Numbers - Total value of digits
Whole Numbers - Numbers in symbols Whole Numbers - Reading and writing numbers in words |
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 |
- learners are guided to: 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 | 3 |
Numbers
|
Whole Numbers - Writing numbers in increasing order
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 increasing order - Demonstrate skills in ordering numbers from smallest to largest - Appreciate ordering numbers in real life |
- learners are guided to:Arrange numbers from the smallest to the largest
- Use number cards to form numbers and arrange them in increasing order - Work in groups to arrange given numbers in increasing order |
Where is ordering of numbers used in real life?
|
Oxford Let's Do Mathematics, pg. 5
Number cards Number charts Oxford Let's Do Mathematics, pg. 6 Oxford Let's Do Mathematics, pg. 7 Number line Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 1 | 4 |
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 |
- learners are guided to: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
|
|
| 1 | 5 |
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 |
- learners are guided to: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 | 1 |
Numbers
|
Whole Numbers - Divisibility test of 10
Whole Numbers - Highest Common Factor (HCF) |
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 |
- learners are guided to: 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 Oxford Let's Do Mathematics, pg. 12 |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 2 |
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 |
- learners are guided to: 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
|
|
| 2 | 3 |
Numbers
|
Whole Numbers - Least Common Multiple (LCM) part 1
Whole Numbers - Least Common Multiple (LCM) part 2 |
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
|
|
| 2 | 4 |
Numbers
|
Whole Numbers - Applications of HCF and LCM
|
By the end of the
lesson, the learner
should be able to:
- Apply HCF and LCM in solving real life problems - Demonstrate skills in solving problems using HCF and LCM - Show interest in applying HCF and LCM in real life |
- Solve word problems using HCF and LCM
- Apply HCF and LCM in real-life contexts - Work in groups to solve various problems |
How do we use HCF and LCM to solve problems?
|
Oxford Let's Do Mathematics, pg. 14
Number cards Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 5 |
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 | 1 |
Numbers
|
Whole Numbers - Comparing place values
Whole Numbers - Number patterns |
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 Oxford Let's Do Mathematics, pg. 17 Number cards Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
Numbers
|
Addition - Addition of numbers without regrouping
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 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 Oxford Let's Do Mathematics, pg. 25 |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 4 | 1 |
Numbers
|
Addition - Estimating sum by rounding off to the nearest thousand
Addition - Addition patterns |
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 Oxford Let's Do Mathematics, pg. 28 |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 2 |
Numbers
|
Subtraction - Subtraction of numbers without regrouping
|
By the end of the
lesson, the learner
should be able to:
- Subtract up to 6-digit numbers without regrouping - Demonstrate skills in subtracting numbers without regrouping - Appreciate subtraction in real life |
- Use place value apparatus to subtract up to 6-digit numbers without regrouping
- Work in groups to solve subtraction problems - Apply subtraction in real-life contexts |
When do we use subtraction in real life?
|
Oxford Let's Do Mathematics, pg. 32
Place value apparatus Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 3 |
Numbers
|
Subtraction - Subtraction of numbers with regrouping
Subtraction - Estimating difference by rounding off to the nearest hundred |
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 Oxford Let's Do Mathematics, pg. 34 Number line |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
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
|
|
| 5 | 1 |
Numbers
|
Subtraction - Subtraction patterns
Multiplication - Multiplication of 2-digit by 1-digit numbers |
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 Oxford Let's Do Mathematics, pg. 42 Number cards Multiplication tables |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
Numbers
|
Multiplication - Multiplication of 3-digit by 2-digit numbers
Multiplication - Estimating product by rounding off 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 Oxford Let's Do Mathematics, pg. 44 Number line Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 4 |
Numbers
|
Multiplication - Making patterns
|
By the end of the
lesson, the learner
should be able to:
- Make patterns involving multiplication of numbers with product not exceeding 100 - Demonstrate skills in creating multiplication patterns - Appreciate multiplication patterns in real life |
- Create patterns involving multiplication of numbers
- Identify rules used in forming multiplication patterns - Work in groups to create and extend multiplication patterns |
How can you form patterns involving multiplication?
|
Oxford Let's Do Mathematics, pg. 45
Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 5 |
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
|
|
| 6 | 1 |
Numbers
|
Division - Division of 2-digit by 1-digit numbers
Division - Division of 3-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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
Numbers
|
Division - Comparing division and multiplication
Division - Estimating quotient by rounding off numbers |
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 Oxford Let's Do Mathematics, pg. 52 Number line |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
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
|
|
| 7 | 1 |
Numbers
|
Fractions - Comparing fractions
Fractions - Ordering 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 Oxford Let's Do Mathematics, pg. 60 Number line Fraction charts |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 2 |
Numbers
|
Fractions - Addition of fractions with same denominator
|
By the end of the
lesson, the learner
should be able to:
- Add fractions with same denominator - Demonstrate skills in adding fractions - Show interest in adding fractions in real life |
- Add two fractions with the same denominator using paper cut-outs, number line, real objects
- Work in groups to solve addition of fractions problems - Apply addition of fractions in real-life contexts |
How do we add fractions with the same denominator?
|
Oxford Let's Do Mathematics, pg. 61
Number line Paper cut-outs Real objects |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 3 |
Numbers
|
Fractions - Subtraction of fractions with same denominator
Fractions - Addition of fractions with one renaming |
By the end of the
lesson, the learner
should be able to:
- Subtract fractions with same denominator - Demonstrate skills in subtracting fractions - Appreciate subtraction of fractions in real life |
- Subtract two fractions with the same denominator using paper cut-outs, number line, real objects
- Work in groups to solve subtraction of fractions problems - Apply subtraction of fractions in real-life contexts |
How do we subtract fractions with the same denominator?
|
Oxford Let's Do Mathematics, pg. 62
Number line Paper cut-outs Real objects Oxford Let's Do Mathematics, pg. 63 |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 8 | 1 |
Numbers
|
Decimals - Place value of decimals
Decimals - Writing decimals from smallest to largest |
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 Oxford Let's Do Mathematics, pg. 69 Number line |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
Numbers
|
Decimals - Addition of decimals
Decimals - Subtraction of decimals |
By the end of the
lesson, the learner
should be able to:
- Add decimals up to thousandths - Demonstrate skills in adding decimals - Show interest in adding decimals in real life |
- Work out addition of decimals up to thousandths using place value apparatus
- Align decimal points when adding - Work in groups to solve addition of decimals problems |
How do we add decimal numbers?
|
Oxford Let's Do Mathematics, pg. 71
Place value apparatus Number cards Oxford Let's Do Mathematics, pg. 72 |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 4 |
Numbers
|
Decimals - Problem solving
|
By the end of the
lesson, the learner
should be able to:
- Solve problems involving decimals - Demonstrate skills in solving word problems with decimals - Show interest in applying decimals in real life |
- Solve word problems involving decimals
- Apply decimals in real-life contexts - Work in groups to solve various problems |
How do we use decimals to solve real-life problems?
|
Oxford Let's Do Mathematics, pg. 73
Word problem cards Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 5 |
Numbers
|
Simple Equations - Forming equations (addition)
|
By the end of the
lesson, the learner
should be able to:
- Form simple equations with one unknown involving addition - Demonstrate skills in forming equations - Appreciate forming equations in real life |
- Discuss and form equations with one unknown from daily experiences involving addition
- Use variables to represent unknown values - Work in groups to form equations from given situations |
Where are equations used in real life?
|
Oxford Let's Do Mathematics, pg. 76
Counting materials Cards with variables |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 1 |
Numbers
|
Simple Equations - Forming equations (subtraction)
Simple Equations - Forming equations (multiplication) |
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 Oxford Let's Do Mathematics, pg. 78 |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
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
|
|
| 9 | 4 |
Measurement
|
Length - Kilometre as a unit of measuring length
Length - Estimating distance in kilometres Length - Relationship between kilometre and metre |
By the end of the
lesson, the learner
should be able to:
- Identify the kilometre (km) as a unit of measuring length in real life - Demonstrate skills in measuring length in kilometres - Appreciate the use of kilometre in measuring length |
- Discuss the kilometre as a unit of measuring length in real life
- Study the signboards showing distance in kilometres - Identify places that are approximately one kilometre away from the school |
How do you measure distance?
|
Oxford Let's Do Mathematics, pg. 86
Signboard charts Maps Oxford Let's Do Mathematics, pg. 87 100-metre strings Oxford Let's Do Mathematics, pg. 88 Metre rule |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 5 |
Measurement
|
Length - Converting kilometres to metres
Length - Converting metres to kilometres Length - Addition of metres and kilometres |
By the end of the
lesson, the learner
should be able to:
- Convert kilometres to metres in real life situations - Demonstrate skills in converting units of length - Show interest in converting units of length |
- Convert kilometres to metres using the relationship between the units
- Solve problems involving conversion from kilometres to metres - Work in groups to convert various measurements |
Why is it important to convert between units of length?
|
Oxford Let's Do Mathematics, pg. 89
Conversion charts Oxford Let's Do Mathematics, pg. 90 Oxford Let's Do Mathematics, pg. 91 Metre rule Place value charts |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 1 |
Measurement
|
Length - Subtraction of metres and kilometres
Length - Multiplication of metres and kilometres |
By the end of the
lesson, the learner
should be able to:
- Subtract metres and kilometres in real life situations - Demonstrate skills in subtracting measurements with different units - Appreciate subtraction of measurements |
- Convert units to the same unit before subtracting
- Subtract metres and kilometres in real-life contexts - Work in groups to solve subtraction problems involving length |
How do we subtract measurements with different units?
|
Oxford Let's Do Mathematics, pg. 93
Metre rule Place value charts Oxford Let's Do Mathematics, pg. 94 Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 2 |
Measurement
|
Length - Division of metres and kilometres
Length - Problem solving with length |
By the end of the
lesson, the learner
should be able to:
- Divide metres and kilometres by whole numbers - Demonstrate skills in dividing measurements - Appreciate division of measurements |
- Divide metres and kilometres by whole numbers
- Solve problems involving division of length measurements - Work in groups to solve division problems |
How do we divide measurements by whole numbers?
|
Oxford Let's Do Mathematics, pg. 95
Number cards Oxford Let's Do Mathematics, pg. 96 Word problem cards |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 3 |
Measurement
|
Length - Practical applications of length
|
By the end of the
lesson, the learner
should be able to:
- Apply length measurements in practical situations - Demonstrate skills in using length measurements - Appreciate practical applications of length |
- Measure distances in the school compound
- Apply length measurements in real-life contexts - Work in groups to measure and record various distances |
Where do we use length measurements in daily life?
|
Oxford Let's Do Mathematics, pg. 97
Measuring tapes Metre rules |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 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
|
|
| 10 | 5 |
Measurement
|
Area - Area of rectangles
|
By the end of the
lesson, the learner
should be able to:
- Work out area of rectangles in square centimetres - Demonstrate skills in calculating area of rectangles - Show interest in finding area of rectangles |
- Cover rectangular surfaces with 1 cm² cut-outs
- Count the number of square units to find the area - Establish area of rectangles as length × width - Measure the sides and calculate the area |
What is the formula for finding the area of a rectangle?
|
Oxford Let's Do Mathematics, pg. 99
1 cm² cut-outs Ruler |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 1 |
Measurement
|
Area - Area of squares
|
By the end of the
lesson, the learner
should be able to:
- Work out area of squares in square centimetres - Demonstrate skills in calculating area of squares - Appreciate finding area of squares |
- Cover square surfaces with 1 cm² cut-outs
- Count the number of square units to find the area - Establish area of squares as side × side - Measure the sides and calculate the area |
What is the formula for finding the area of a square?
|
Oxford Let's Do Mathematics, pg. 101
1 cm² cut-outs Ruler |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 2 |
Measurement
|
Area - Problem solving with area
Area - Areas of composite shapes |
By the end of the
lesson, the learner
should be able to:
- Solve problems involving area - Demonstrate skills in applying area concepts - Show interest in solving problems involving area |
- Solve word problems involving area
- Apply area concepts in real-life contexts - Work in groups to solve various problems |
How do we use area measurements in real life?
|
Oxford Let's Do Mathematics, pg. 102
Word problem cards Oxford Let's Do Mathematics, pg. 103 1 cm² cut-outs Ruler |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 3 |
Measurement
|
Area - Practical applications of area
|
By the end of the
lesson, the learner
should be able to:
- Apply area measurements in practical situations - Demonstrate skills in using area measurements - Show interest in practical applications of area |
- Measure and calculate the area of various surfaces in the classroom
- Apply area measurements in real-life contexts - Work in groups to measure and record various areas |
Where do we use area measurements in daily life?
|
Oxford Let's Do Mathematics, pg. 103
1 cm² cut-outs Ruler |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 4 |
Measurement
|
Volume - Cubic centimetre as a unit of volume
Volume - Volume using one-centimetre cubes |
By the end of the
lesson, the learner
should be able to:
- Identify the cubic centimetre (cm³) as a unit of measuring volume - Demonstrate skills in identifying cubic centimetre - Appreciate cubic centimetre as a unit of volume |
- Measure the sides of a 1 cm cube and identify it as a unit of measuring volume
- Make cubes using clay or plasticine - Work in groups to make and identify 1 cm³ cubes |
Where is volume applicable in real life?
|
Oxford Let's Do Mathematics, pg. 104
1 cm³ cubes Clay or plasticine Oxford Let's Do Mathematics, pg. 105 1 cm³ cubes |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 5 |
Measurement
|
Volume - Formula for volume of cuboid
|
By the end of the
lesson, the learner
should be able to:
- Derive the formula for volume of cuboid as v = l × w × h practically - Demonstrate skills in deriving formula for volume - Appreciate relationship between dimensions and volume |
- Arrange cubes along length, width and vary the number of layers
- Count the number of cubes used and record - Establish the formula for volume of cuboid as v = l × w × h - Work in groups to verify the formula |
How do we calculate the volume of a cuboid?
|
Oxford Let's Do Mathematics, pg. 106
1 cm³ cubes |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 1 |
Measurement
|
Volume - Calculating volume of cuboids
|
By the end of the
lesson, the learner
should be able to:
- Work out volume of cuboids in cubic centimetres using the formula - Demonstrate skills in calculating volume of cuboids - Show interest in calculating volume of cuboids |
- Measure the dimensions of cuboids
- Apply the formula v = l × w × h to calculate volume - Work in groups to calculate volumes of various cuboids |
How do we apply the formula for volume of a cuboid?
|
Oxford Let's Do Mathematics, pg. 107
Cuboids Ruler |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 2 |
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
|
|
| 12 | 3 |
Measurement
|
Volume - Problem solving with volume
|
By the end of the
lesson, the learner
should be able to:
- Solve problems involving volume - Demonstrate skills in applying volume concepts - Appreciate problem solving with volume |
- Solve word problems involving volume
- Apply volume concepts in real-life contexts - Work in groups to solve various problems |
How do we use volume measurements in real life?
|
Oxford Let's Do Mathematics, pg. 110
Word problem cards |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 4 |
Measurement
|
Volume - Working out volume of 3D objects
Capacity - Millilitre as a unit of capacity |
By the end of the
lesson, the learner
should be able to:
- Calculate volumes of different 3D objects - Demonstrate skills in measuring and calculating volumes - Show interest in finding volumes of objects |
- Measure the dimensions of various 3D objects
- Calculate the volumes using appropriate formulas - Work in groups to find volumes of different objects |
How do we find volumes of objects in our environment?
|
Oxford Let's Do Mathematics, pg. 111
Various 3D objects Ruler Oxford Let's Do Mathematics, pg. 113 Teaspoons Water Containers |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 5 |
Measurement
|
Capacity - Measuring capacity in millilitres
|
By the end of the
lesson, the learner
should be able to:
- Measure capacity in millilitres - Demonstrate skills in measuring capacity - Show interest in measuring capacity |
- Pour water into containers using teaspoons
- Mark the levels for multiples of 5 millilitres - Use the containers to measure capacity in millilitres - Work in groups to measure capacity of different containers |
How do we measure capacity in millilitres?
|
Oxford Let's Do Mathematics, pg. 114
Teaspoons Water Containers Measuring cylinder |
- Observation
- Oral questions
- Written exercises
|
|
| 13 | 1 |
Measurement
|
Capacity - Estimating capacity in millilitres
Capacity - Relationship between litres and millilitres |
By the end of the
lesson, the learner
should be able to:
- Estimate and measure capacity in multiples of 5 millilitres - Demonstrate skills in estimating capacity - Appreciate estimating capacity |
- Estimate the capacity of different containers in millilitres
- Measure the capacity to verify estimates - Work in groups to estimate and measure capacity of various containers |
Why is it important to estimate capacity?
|
Oxford Let's Do Mathematics, pg. 115
Water Containers Measuring cylinder Oxford Let's Do Mathematics, pg. 116 1-litre bottle 100-ml bottle Water |
- Observation
- Oral questions
- Written exercises
|
|
| 13 | 2 |
Measurement
|
Capacity - Converting litres to millilitres
|
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 |
- Observation
- Oral questions
- Written exercises
|
|
| 13 | 3 |
Measurement
|
Capacity - Converting millilitres to litres
|
By the end of the
lesson, the learner
should be able to:
- Convert millilitres to litres - Demonstrate skills in converting units of capacity - Show interest in converting units of capacity |
- Convert millilitres to litres using the relationship between the units
- Solve problems involving conversion from millilitres to litres - Work in groups to convert various measurements |
How do we convert millilitres to litres?
|
Oxford Let's Do Mathematics, pg. 118
Conversion charts |
- Observation
- Oral questions
- Written exercises
|
|
| 13 | 4 |
Measurement
|
Capacity - Addition of capacity
Capacity - Subtraction 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 |
- Observation
- Oral questions
- Written exercises
|
|
| 13 | 5 |
Measurement
|
Capacity - Multiplication of capacity
|
By the end of the
lesson, the learner
should be able to:
- Multiply litres and millilitres by whole numbers - Demonstrate skills in multiplying capacity measurements - Appreciate multiplication of capacity measurements |
- Multiply litres and millilitres by whole numbers
- Solve problems involving multiplication of capacity measurements - Work in groups to solve multiplication problems |
How do we multiply measurements of capacity?
|
Oxford Let's Do Mathematics, pg. 121
Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 14 | 1 |
Measurement
|
Capacity - Division of capacity
Capacity - Problem solving with 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 |
- Observation
- Oral questions
- Written exercises
|
|
| 14 | 2 |
Measurement
|
Capacity - Practical applications of capacity
|
By the end of the
lesson, the learner
should be able to:
- Apply capacity measurements in practical situations - Demonstrate skills in using capacity measurements - Show interest in practical applications of capacity |
- Measure the capacity of various containers
- Apply capacity measurements in real-life contexts - Work in groups to measure and record capacity of different containers |
Where do we use capacity measurements in daily life?
|
Oxford Let's Do Mathematics, pg. 124
Various containers Water Measuring cylinder |
- Observation
- Oral questions
- Written exercises
|
|
| 14 | 3 |
Measurement
|
Mass - Gram as a unit of mass
|
By the end of the
lesson, the learner
should be able to:
- Identify the gram as a unit of measuring mass - Demonstrate skills in identifying gram - Appreciate gram as a unit of mass |
- Scoop a teaspoonful of soil or sand
- Divide the amount into 5 equal groups to represent 1 gram each - Work in groups to identify 1 gram amounts |
What is the importance of measuring mass?
|
Oxford Let's Do Mathematics, pg. 125
Teaspoons Soil or sand Electronic weighing scale |
- Observation
- Oral questions
- Written exercises
|
|
| 14 | 4 |
Measurement
|
Mass - Measuring mass in grams
Mass - Estimating mass in grams |
By the end of the
lesson, the learner
should be able to:
- Measure mass in grams - Demonstrate skills in measuring mass - Show interest in measuring mass |
- Use a beam balance or electronic weighing machine to measure mass of various items in grams
- Record the measurements - Work in groups to measure and record the mass of different items |
How do we measure mass in grams?
|
Oxford Let's Do Mathematics, pg. 126
Beam balance Electronic weighing machine Various objects Oxford Let's Do Mathematics, pg. 127 |
- Observation
- Oral questions
- Written exercises
|
|
| 14 | 5 |
Measurement
|
Mass - Relationship between kilogram and gram
|
By the end of the
lesson, the learner
should be able to:
- Identify the relationship between kilogram and gram - Demonstrate skills in establishing relationship between units - Show interest in the relationship between units |
- Put a 1 kg mass on one side of a beam balance
- Balance it with 100-g masses on the other side - Count how many 100-g masses balance the 1-kg mass - Establish that 1000 grams make 1 kilogram |
How many grams make one kilogram?
|
Oxford Let's Do Mathematics, pg. 128
Beam balance 1-kg mass 100-g masses |
- Observation
- Oral questions
- Written exercises
|
|
| 15 | 1 |
Measurement
|
Mass - Converting kilograms to grams
Mass - Converting grams to kilograms |
By the end of the
lesson, the learner
should be able to:
- Convert kilograms to grams - Demonstrate skills in converting units of mass - Appreciate converting units of mass |
- Convert kilograms to grams using the relationship between the units
- Solve problems involving conversion from kilograms to grams - Work in groups to convert various measurements |
How do we convert kilograms to grams?
|
Oxford Let's Do Mathematics, pg. 129
Conversion charts Oxford Let's Do Mathematics, pg. 130 |
- Observation
- Oral questions
- Written exercises
|
|
| 15 | 2 |
Measurement
|
Mass - Addition of mass
|
By the end of the
lesson, the learner
should be able to:
- Add grams and kilograms - Demonstrate skills in adding measurements of mass - Appreciate addition of mass measurements |
- Convert units to the same unit before adding
- Add grams and kilograms in real-life contexts - Work in groups to solve addition problems involving mass |
How do we add measurements of mass?
|
Oxford Let's Do Mathematics, pg. 131
Place value charts |
- Observation
- Oral questions
- Written exercises
|
|
| 15 | 3 |
Measurement
|
Mass - Subtraction of mass
|
By the end of the
lesson, the learner
should be able to:
- Subtract grams and kilograms - Demonstrate skills in subtracting measurements of mass - Show interest in subtraction of mass measurements |
- Convert units to the same unit before subtracting
- Subtract grams and kilograms in real-life contexts - Work in groups to solve subtraction problems involving mass |
How do we subtract measurements of mass?
|
Oxford Let's Do Mathematics, pg. 132
Place value charts |
- Observation
- Oral questions
- Written exercises
|
|
| 15 | 4 |
Measurement
|
Mass - Multiplication of mass
Mass - Division of mass |
By the end of the
lesson, the learner
should be able to:
- Multiply grams and kilograms by whole numbers - Demonstrate skills in multiplying mass measurements - Appreciate multiplication of mass measurements |
- Multiply grams and kilograms by whole numbers
- Solve problems involving multiplication of mass measurements - Work in groups to solve multiplication problems |
How do we multiply measurements of mass?
|
Oxford Let's Do Mathematics, pg. 133
Number cards Oxford Let's Do Mathematics, pg. 134 |
- Observation
- Oral questions
- Written exercises
|
|
| 15 | 5 |
Measurement
|
Mass - Problem solving with mass
|
By the end of the
lesson, the learner
should be able to:
- Solve problems involving mass - Demonstrate skills in applying mass concepts - Appreciate problem solving with mass |
- Solve word problems involving mass
- Apply mass concepts in real-life contexts - Work in groups to solve various problems |
How do we use mass measurements in real life?
|
Oxford Let's Do Mathematics, pg. 135
Word problem cards |
- Observation
- Oral questions
- Written exercises
|
|
| 16 | 1 |
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
|
|
| 16 | 2 |
Measurement
|
Time - Relationship between minute and second
|
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 |
- Observation
- Oral questions
- Written exercises
|
|
| 16 | 3 |
Measurement
|
Time - Converting minutes to seconds
|
By the end of the
lesson, the learner
should be able to:
- Convert minutes to seconds - Demonstrate skills in converting units of time - Appreciate converting units of time |
- Convert minutes to seconds using the relationship between the units
- Solve problems involving conversion from minutes to seconds - Work in groups to convert various time measurements |
How do we convert minutes to seconds?
|
Oxford Let's Do Mathematics, pg. 140
Conversion charts |
- Observation
- Oral questions
- Written exercises
|
|
| 16 | 4 |
Measurement
|
Time - Converting seconds to minutes
Time - Addition of time |
By the end of the
lesson, the learner
should be able to:
- Convert seconds to minutes - Demonstrate skills in converting units of time - Show interest in converting units of time |
- Convert seconds to minutes using the relationship between the units
- Solve problems involving conversion from seconds to minutes - Work in groups to convert various time measurements |
How do we convert seconds to minutes?
|
Oxford Let's Do Mathematics, pg. 141
Conversion charts Oxford Let's Do Mathematics, pg. 142 Place value charts |
- Observation
- Oral questions
- Written exercises
|
|
| 16 | 5 |
Measurement
|
Time - Subtraction of time
|
By the end of the
lesson, the learner
should be able to:
- Subtract minutes and seconds with conversion - Demonstrate skills in subtracting time measurements - Show interest in subtraction of time measurements |
- Subtract minutes and seconds with conversion where necessary
- Solve problems involving subtraction of time - Work in groups to solve subtraction problems involving time |
How do we subtract measurements of time?
|
Oxford Let's Do Mathematics, pg. 143
Place value charts |
- Observation
- Oral questions
- Written exercises
|
|
| 17 | 1 |
Measurement
|
Time - Multiplication of time
Time - Division of time |
By the end of the
lesson, the learner
should be able to:
- Multiply minutes and seconds by whole numbers - Demonstrate skills in multiplying time measurements - Appreciate multiplication of time measurements |
- Multiply minutes and seconds by whole numbers
- Solve problems involving multiplication of time measurements - Work in groups to solve multiplication problems |
How do we multiply measurements of time?
|
Oxford Let's Do Mathematics, pg. 144
Number cards Oxford Let's Do Mathematics, pg. 145 |
- Observation
- Oral questions
- Written exercises
|
|
| 17 | 2 |
Measurement
|
Time - Problem solving with time
|
By the end of the
lesson, the learner
should be able to:
- Solve problems involving time - Demonstrate skills in applying time concepts - Appreciate problem solving with time |
- Solve word problems involving time
- Apply time concepts in real-life contexts - Work in groups to solve various problems |
How do we use time measurements in real life?
|
Oxford Let's Do Mathematics, pg. 146
Word problem cards |
- Observation
- Oral questions
- Written exercises
|
|
| 17 | 3 |
Measurement
|
Time - Reading digital time
|
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 |
- Observation
- Oral questions
- Written exercises
|
|
| 17 | 4 |
Measurement
|
Money - Budget concept
Money - Importance of budgeting |
By the end of the
lesson, the learner
should be able to:
- Explain the term budget - Demonstrate skills in understanding budgets - Appreciate the concept of budgeting |
- Discuss meaning of a budget
- Prepare a budget of about 5 items that can be found in the classroom model shop - Work in groups to create simple budgets |
How do you spend your money?
|
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
|
|
| 17 | 5 |
Measurement
|
Money - Tax concept
|
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 |
- Observation
- Oral questions
- Written exercises
|
|
| 18 | 1 |
Measurement
|
Money - Importance of taxation
Money - Banking services |
By the end of the
lesson, the learner
should be able to:
- Identify importance of tax to the governments - Demonstrate skills in understanding importance of taxation - Show interest in taxation |
- Discuss importance of taxes to the governments
- Identify services provided using tax money - Work in groups to discuss the importance of taxation in society |
How do taxes benefit society?
|
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
|
|
| 18 | 2 |
Measurement
|
Money - Electronic banking
|
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 |
- Observation
- Oral questions
- Written exercises
|
|
| 18 | 3 |
Measurement
|
Money - Saving wisely
|
By the end of the
lesson, the learner
should be able to:
- Identify factors to consider in order to save wisely - Demonstrate skills in understanding saving concepts - Appreciate saving as a financial practice |
- Brainstorm on factors to consider when saving money and share with others
- Discuss different methods of saving - Work in groups to explore different saving options |
Why is saving money important?
|
Oxford Let's Do Mathematics, pg. 155
Charts showing saving methods |
- Observation
- Oral questions
- Written exercises
|
|
| 18 | 4 |
Measurement
Geometry Geometry |
Money - Financial literacy
Lines - Horizontal and vertical lines Lines - Drawing horizontal and vertical 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 |
- Observation
- Oral questions
- Written exercises
|
|
| 18 | 5 |
Geometry
|
Lines - Perpendicular lines
Lines - Drawing perpendicular lines Lines - Parallel lines |
By the end of the
lesson, the learner
should be able to:
- Identify perpendicular lines in different situations - Demonstrate skills in identifying perpendicular lines - Appreciate the use of perpendicular lines in real life |
- Look at objects around the classroom and school compound
- Identify which lines meet or cross at right angles - Work in groups to identify perpendicular lines in the environment |
Where are perpendicular lines used?
|
Oxford Let's Do Mathematics, pg. 159
Rulers Set squares Charts showing lines Oxford Let's Do Mathematics, pg. 160 Drawing materials |
- Observation
- Oral questions
- Written exercises
|
|
| 19 | 1 |
Geometry
|
Lines - Drawing parallel lines
Angles - Making turns to form angles Angles - Uses of angles |
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 |
- Observation
- Oral questions
- Written exercises
|
|
| 19 | 2 |
Geometry
|
Angles - Measuring angles using a unit angle
Angles - Degree as a unit of measuring angle |
By the end of the
lesson, the learner
should be able to:
- Measure angles using a unit angle - Demonstrate skills in measuring angles - Appreciate measuring angles |
- Trace and cut out a unit angle
- Use the unit angle to measure the size of various angles - Work in groups to measure angles using the unit angle |
How can we measure angles without a protractor?
|
Oxford Let's Do Mathematics, pg. 164
Unit angle templates Paper Scissors Oxford Let's Do Mathematics, pg. 165 Protractors Unit angle templates |
- Observation
- Oral questions
- Written exercises
|
|
| 19 | 3 |
Geometry
|
Angles - Reading a protractor
|
By the end of the
lesson, the learner
should be able to:
- Read a protractor as a tool for measuring angles - Demonstrate skills in using a protractor - Appreciate protractor as a tool for measuring angles |
- Examine a protractor and identify its parts
- Learn how to place a protractor on angles for measurement - Identify the inner and outer scales on the protractor - Work in groups to practice reading protractors |
How do we read a protractor correctly?
|
Oxford Let's Do Mathematics, pg. 166
Protractors Angle charts |
- Observation
- Oral questions
- Written exercises
|
|
| 19 | 4 |
Geometry
|
Angles - Measuring angles in degrees
|
By the end of the
lesson, the learner
should be able to:
- Measure angles in degrees - Demonstrate skills in measuring angles - Show interest in measuring angles in degrees |
- Use a protractor to measure given angles
- Record the measurements in degrees - Work in groups to measure various angles and share results |
How do we measure angles using a protractor?
|
Oxford Let's Do Mathematics, pg. 167
Protractors Angle charts |
- Observation
- Oral questions
- Written exercises
|
|
| 19 | 5 |
Geometry
|
3-D Objects - 3-D objects in the environment
3-D Objects - Cubes and cuboids |
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 |
- Observation
- Oral questions
- Written exercises
|
|
| 20 | 1 |
Geometry
|
3-D Objects - Cylinders and spheres
|
By the end of the
lesson, the learner
should be able to:
- Describe 2-D shapes in cylinders and spheres - Demonstrate skills in identifying 2-D shapes in 3-D objects - Appreciate 2-D shapes in 3-D objects |
- Get objects that look like cylinders and spheres
- Identify 2-D shapes on these objects - Work in groups to identify and count the number of each 2-D shape in cylinders and spheres |
What 2-D shapes can we see in cylinders and spheres?
|
Oxford Let's Do Mathematics, pg. 170
Cylinders Spheres |
- Observation
- Oral questions
- Written exercises
|
|
| 20 | 2 |
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
|
|
| 20 | 3 |
Data Handling
|
Data Representation - Recording data in tables
|
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 |
- Observation
- Oral questions
- Written exercises
|
|
| 20 | 4 |
Data Handling
|
Data Representation - Drawing tally marks
|
By the end of the
lesson, the learner
should be able to:
- Draw tally marks of the collected data - Demonstrate skills in using tally marks - Appreciate the use of tally marks in data representation |
- Discuss how to draw tally marks for data
- Represent collected data using tally marks - Work in groups to record data using tally marks |
Why do we use tally marks to represent data?
|
Oxford Let's Do Mathematics, pg. 174
Data collection sheets Chart paper |
- Observation
- Oral questions
- Written exercises
|
|
| 20 | 5 |
Data Handling
|
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:
- Prepare a frequency table to represent data - Demonstrate skills in creating frequency tables - Show interest in representing data using frequency tables |
- Discuss how to prepare frequency tables
- Convert tally marks into frequencies - Work in groups to create frequency tables from collected data |
How do we create frequency tables?
|
Oxford Let's Do Mathematics, pg. 175
Data collection sheets Chart paper 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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