If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1-2 |
Numbers
|
Whole Numbers - Place value of digits
Whole Numbers - Total value of digits Whole Numbers - Numbers in symbols Whole Numbers - Reading and writing numbers in words Whole Numbers - Writing numbers in increasing order Whole Numbers - Writing numbers in decreasing order Whole Numbers - Rounding off numbers to the nearest hundred Whole Numbers - Rounding off numbers to the nearest thousand Whole Numbers - Divisibility test of 2 Whole Numbers - Divisibility test of 5 |
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 - 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 |
- 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 - 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 |
What is the place value of a specific digit in a number?
How do you write numbers in words? |
Oxford Let's Do Mathematics, pg. 1
Number cards Place value charts Place value pockets Oxford Let's Do Mathematics, pg. 3 Place value charts Oxford Let's Do Mathematics, pg. 4 Number charts Oxford Let's Do Mathematics, pg. 4 Number cards Number charts Oxford Let's Do Mathematics, pg. 5 Oxford Let's Do Mathematics, pg. 6 Oxford Let's Do Mathematics, pg. 7 Number line Number cards Oxford Let's Do Mathematics, pg. 8 Oxford Let's Do Mathematics, pg. 9 Oxford Let's Do Mathematics, pg. 10 |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 3 |
Numbers
|
Whole Numbers - Divisibility test of 10
Whole Numbers - Highest Common Factor (HCF) Whole Numbers - Greatest Common Divisor (GCD) Whole Numbers - Least Common Multiple (LCM) part 1 |
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 Oxford Let's Do Mathematics, pg. 12 Oxford Let's Do Mathematics, pg. 13 |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 1-2 |
Numbers
|
Whole Numbers - Least Common Multiple (LCM) part 2
Whole Numbers - Applications of HCF and LCM Whole Numbers - Number sequences Whole Numbers - Comparing place values Whole Numbers - Number patterns Whole Numbers - Problem solving Addition - Addition of numbers without regrouping |
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 - Create number patterns using given rules - Demonstrate skills in creating number patterns - Appreciate number patterns in real life |
- Identify common multiples of pairs of numbers
- Determine the least common multiple - Work in groups to find LCM of various numbers - Create number patterns using given rules - Identify rules used in given number patterns - Work in groups to create and extend number patterns |
What is the smallest number that is exactly divisible by two or more numbers?
Where do we find number patterns in real life? |
Oxford Let's Do Mathematics, pg. 13
Number cards Number charts Oxford Let's Do Mathematics, pg. 14 Oxford Let's Do Mathematics, pg. 15 Oxford Let's Do Mathematics, pg. 16 Place value charts Number cards Oxford Let's Do Mathematics, pg. 17 Number cards Number charts Oxford Let's Do Mathematics, pg. 18 Word problem cards Number cards Oxford Let's Do Mathematics, pg. 24 Place value apparatus |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 3 |
Numbers
|
Addition - Addition of numbers with single regrouping
Addition - Addition of numbers with double regrouping Addition - Estimating sum by rounding off to the nearest hundred Addition - Estimating sum by rounding off to the nearest thousand |
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 Oxford Let's Do Mathematics, pg. 26 Number line Oxford Let's Do Mathematics, pg. 27 |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 1-2 |
Numbers
|
Addition - Addition patterns
Subtraction - Subtraction of numbers without regrouping Subtraction - Subtraction of numbers with regrouping Subtraction - Estimating difference by rounding off to the nearest hundred Subtraction - Estimating difference by rounding off to the nearest thousand Subtraction - Combined operations 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 addition of numbers up to 1,000,000 - Demonstrate skills in creating addition patterns - Show interest in identifying addition patterns - Estimate difference by rounding off numbers to the nearest thousand - Demonstrate skills in estimation of differences - Show interest in estimating differences in real life |
- Create patterns involving addition of numbers
- Identify rules used in forming addition patterns - Work in groups to create and extend addition patterns - 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 |
How can you create patterns in addition?
Why is estimation useful in daily life? |
Oxford Let's Do Mathematics, pg. 28
Number cards Oxford Let's Do Mathematics, pg. 32 Place value apparatus Oxford Let's Do Mathematics, pg. 33 Oxford Let's Do Mathematics, pg. 34 Number line Oxford Let's Do Mathematics, pg. 35 Number line Number cards Oxford Let's Do Mathematics, pg. 36 Oxford Let's Do Mathematics, pg. 37 Oxford Let's Do Mathematics, pg. 42 Number cards Multiplication tables |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 3 |
Numbers
|
Multiplication - Multiplication of 3-digit by 1-digit numbers
Multiplication - Multiplication of 3-digit by 2-digit numbers Multiplication - Estimating product by rounding off numbers Multiplication - Making patterns |
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 Oxford Let's Do Mathematics, pg. 43 Oxford Let's Do Mathematics, pg. 44 Number line Number cards Oxford Let's Do Mathematics, pg. 45 |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 1-2 |
Numbers
Numbers Measurement Measurement |
Multiplication - Problem solving
Division - Division of 2-digit by 1-digit numbers Division - Division of 3-digit by 1-digit numbers Division - Division of 3-digit by 2-digit numbers Division - Comparing division and multiplication Division - Estimating quotient by rounding off numbers Division - Combined operations Length - Kilometre as a unit of measuring length Length - Estimating distance in kilometres |
By the end of the
lesson, the learner
should be able to:
- Solve problems involving multiplication - Demonstrate skills in solving word problems - Show interest in applying multiplication in real life - Apply the relationship between multiplication and division - Demonstrate skills in relating division and multiplication - Show interest in relating operations |
- Solve word problems involving multiplication
- Apply multiplication in real-life contexts - Work in groups to solve various problems - 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 do we use multiplication to solve real-life problems?
How are multiplication and division related? |
Oxford Let's Do Mathematics, pg. 46
Word problem cards Number cards Oxford Let's Do Mathematics, pg. 49 Oxford Let's Do Mathematics, pg. 50 Oxford Let's Do Mathematics, pg. 51 Number cards Oxford Let's Do Mathematics, pg. 52 Number line Oxford Let's Do Mathematics, pg. 53 Oxford Let's Do Mathematics, pg. 86 Signboard charts Maps Oxford Let's Do Mathematics, pg. 87 100-metre strings |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 3 |
Measurement
|
Length - Relationship between kilometre and metre
Length - Converting kilometres to metres Length - Converting metres to kilometres Length - Addition of metres and kilometres Length - Subtraction of metres and kilometres Length - Multiplication of metres and kilometres Length - Division of metres and kilometres |
By the end of the
lesson, the learner
should be able to:
- Identify the relationship between kilometre (km) and metre (m) - Demonstrate skills in establishing the relationship between units - Appreciate the relationship between units of length |
- Establish the relationship between the kilometre and metre practically
- Use the 100-metre string to find out how many can make a 1-kilometre string - Work in groups to discuss the relationship between the two units |
How do we convert between kilometres and metres?
|
Oxford Let's Do Mathematics, pg. 88
100-metre strings Metre rule Oxford Let's Do Mathematics, pg. 89 Conversion charts Oxford Let's Do Mathematics, pg. 90 Oxford Let's Do Mathematics, pg. 91 Metre rule Place value charts Oxford Let's Do Mathematics, pg. 93 Oxford Let's Do Mathematics, pg. 94 Number cards Oxford Let's Do Mathematics, pg. 95 |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 1-2 |
Measurement
|
Length - Problem solving with length
Length - Practical applications of length Length - Length conversions Area - Square centimetre as a unit of area Area - Area of rectangles Area - Area of squares 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 length measurements - Demonstrate skills in applying length concepts - Show interest in solving problems involving length - Work out area of rectangles in square centimetres - Demonstrate skills in calculating area of rectangles - Show interest in finding area of rectangles |
- Solve word problems involving length measurements
- Apply length concepts in real-life contexts - Work in groups to solve various problems - 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 |
How do we solve real-life problems involving length?
What is the formula for finding the area of a rectangle? |
Oxford Let's Do Mathematics, pg. 96
Word problem cards Oxford Let's Do Mathematics, pg. 97 Measuring tapes Metre rules Conversion charts Oxford Let's Do Mathematics, pg. 98 1 cm² cut-outs Ruler Oxford Let's Do Mathematics, pg. 99 1 cm² cut-outs Ruler Oxford Let's Do Mathematics, pg. 101 Oxford Let's Do Mathematics, pg. 102 Word problem cards Oxford Let's Do Mathematics, pg. 103 |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 3 |
Measurement
|
Area - Practical applications of area
Volume - Cubic centimetre as a unit of volume Volume - Volume using one-centimetre cubes Volume - Formula for volume of cuboid |
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 Oxford Let's Do Mathematics, pg. 104 1 cm³ cubes Clay or plasticine Oxford Let's Do Mathematics, pg. 105 1 cm³ cubes Oxford Let's Do Mathematics, pg. 106 |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 1-2 |
Measurement
|
Volume - Calculating volume of cuboids
Volume - Formula for volume of cube Volume - Calculating volume of cubes Volume - Problem solving with volume Volume - Working out volume of 3D objects Capacity - Millilitre as a unit of capacity Capacity - Measuring capacity in millilitres Capacity - Estimating capacity in millilitres |
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 - Calculate volumes of different 3D objects - Demonstrate skills in measuring and calculating volumes - Show interest in finding volumes of objects |
- Measure the dimensions of cuboids
- Apply the formula v = l × w × h to calculate volume - Work in groups to calculate volumes of various cuboids - 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 apply the formula for volume of a cuboid?
How do we find volumes of objects in our environment? |
Oxford Let's Do Mathematics, pg. 107
Cuboids Ruler Oxford Let's Do Mathematics, pg. 108 1 cm³ cubes Oxford Let's Do Mathematics, pg. 109 Cubes Oxford Let's Do Mathematics, pg. 110 Word problem cards Oxford Let's Do Mathematics, pg. 111 Various 3D objects Ruler Oxford Let's Do Mathematics, pg. 113 Teaspoons Water Containers Oxford Let's Do Mathematics, pg. 114 Containers Measuring cylinder Oxford Let's Do Mathematics, pg. 115 |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 3 |
Measurement
|
Capacity - Relationship between litres and millilitres
Capacity - Converting litres to millilitres Capacity - Converting millilitres to litres Capacity - Addition of capacity |
By the end of the
lesson, the learner
should be able to:
- Identify the relationship between litres and millilitres - Demonstrate skills in establishing relationship between units - Show interest in the relationship between units |
- Fill a one-litre bottle using a 100-ml bottle
- Count how many 100-ml bottles make one litre - Establish that 1000 millilitres make 1 litre - Work in groups to verify the relationship |
How many millilitres make one litre?
|
Oxford Let's Do Mathematics, pg. 116
1-litre bottle 100-ml bottle Water Oxford Let's Do Mathematics, pg. 117 Conversion charts Oxford Let's Do Mathematics, pg. 118 Oxford Let's Do Mathematics, pg. 119 Place value charts |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 1-2 |
Measurement
|
Capacity - Subtraction of capacity
Capacity - Multiplication of capacity Capacity - Division of capacity Capacity - Problem solving with capacity Capacity - Practical applications of capacity Mass - Gram as a unit of mass Mass - Measuring mass in grams |
By the end of the
lesson, the learner
should be able to:
- Subtract litres and millilitres - Demonstrate skills in subtracting measurements of capacity - Show interest in subtraction of capacity measurements - Solve problems involving capacity - Demonstrate skills in applying capacity concepts - Appreciate problem solving with capacity |
- Convert units to the same unit before subtracting
- Subtract litres and millilitres in real-life contexts - Work in groups to solve subtraction problems involving capacity - Solve word problems involving capacity - Apply capacity concepts in real-life contexts - Work in groups to solve various problems |
How do we subtract measurements of capacity?
How do we use capacity measurements in real life? |
Oxford Let's Do Mathematics, pg. 120
Place value charts Oxford Let's Do Mathematics, pg. 121 Number cards Oxford Let's Do Mathematics, pg. 122 Oxford Let's Do Mathematics, pg. 123 Word problem cards Oxford Let's Do Mathematics, pg. 124 Various containers Water Measuring cylinder Oxford Let's Do Mathematics, pg. 125 Teaspoons Soil or sand Electronic weighing scale Oxford Let's Do Mathematics, pg. 126 Beam balance Electronic weighing machine Various objects |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 3 |
Measurement
|
Mass - Estimating mass in grams
Mass - Relationship between kilogram and gram Mass - Converting kilograms to grams Mass - Converting grams to kilograms |
By the end of the
lesson, the learner
should be able to:
- Estimate and measure mass in grams - Demonstrate skills in estimating mass - Appreciate estimating mass |
- Estimate the mass of different objects in grams
- Measure the mass to verify estimates - Work in groups to estimate and measure mass of various objects |
Why is it important to estimate mass?
|
Oxford Let's Do Mathematics, pg. 127
Beam balance Electronic weighing machine Various objects Oxford Let's Do Mathematics, pg. 128 1-kg mass 100-g masses Oxford Let's Do Mathematics, pg. 129 Conversion charts Oxford Let's Do Mathematics, pg. 130 |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 1-2 |
Measurement
|
Mass - Addition of mass
Mass - Subtraction of mass Mass - Multiplication of mass Mass - Division of mass Mass - Problem solving with mass Mass - Practical applications of mass Time - Second as a unit of time Time - Relationship between minute and second |
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 - Solve problems involving mass - Demonstrate skills in applying mass concepts - Appreciate problem solving with mass |
- 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 - Solve word problems involving mass - Apply mass concepts in real-life contexts - Work in groups to solve various problems |
How do we add measurements of mass?
How do we use mass measurements in real life? |
Oxford Let's Do Mathematics, pg. 131
Place value charts Oxford Let's Do Mathematics, pg. 132 Oxford Let's Do Mathematics, pg. 133 Number cards Oxford Let's Do Mathematics, pg. 134 Oxford Let's Do Mathematics, pg. 135 Word problem cards 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 Oxford Let's Do Mathematics, pg. 139 |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 3 |
Measurement
|
Time - Converting minutes to seconds
Time - Converting seconds to minutes Time - Addition of time Time - Subtraction of time |
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 Oxford Let's Do Mathematics, pg. 141 Oxford Let's Do Mathematics, pg. 142 Place value charts Oxford Let's Do Mathematics, pg. 143 |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 1-2 |
Measurement
|
Time - Multiplication of time
Time - Division of time Time - Problem solving with time Time - Reading digital time Money - Budget concept Money - Importance of budgeting Money - Tax concept Money - Importance of taxation |
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 - Explain the term budget - Demonstrate skills in understanding budgets - Appreciate the concept of budgeting |
- Multiply minutes and seconds by whole numbers
- Solve problems involving multiplication of time measurements - Work in groups to solve multiplication problems - 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 we multiply measurements of time?
How do you spend your money? |
Oxford Let's Do Mathematics, pg. 144
Number cards Oxford Let's Do Mathematics, pg. 145 Oxford Let's Do Mathematics, pg. 146 Word problem cards Oxford Let's Do Mathematics, pg. 147 Digital clocks Digital watches Oxford Let's Do Mathematics, pg. 149 Model shop items Price lists Oxford Let's Do Mathematics, pg. 150 Budget samples Oxford Let's Do Mathematics, pg. 151 Sales receipts Oxford Let's Do Mathematics, pg. 152 Charts showing government services |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 3 |
Measurement
|
Money - Banking services
Money - Electronic banking Money - Saving wisely Money - Financial literacy |
By the end of the
lesson, the learner
should be able to:
- Identify services provided by banks - Demonstrate skills in understanding banking services - Appreciate services provided by banks |
- Discuss provision of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks
- Work in groups to identify different banking services |
What services do banks provide?
|
Oxford Let's Do Mathematics, pg. 153
Charts showing banking services Oxford Let's Do Mathematics, pg. 154 Charts showing electronic banking Oxford Let's Do Mathematics, pg. 155 Charts showing saving methods Oxford Let's Do Mathematics, pg. 156 Budget templates Financial literacy charts |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 1-2 |
Geometry
|
Lines - Horizontal and vertical lines
Lines - Drawing horizontal and vertical lines Lines - Perpendicular lines Lines - Drawing perpendicular lines Lines - Parallel lines Lines - Drawing parallel lines Angles - Making turns to form angles Angles - Uses of angles Angles - Measuring angles using a unit angle Angles - Degree as a unit of measuring angle Angles - Reading a protractor Angles - Measuring angles in degrees |
By the end of the
lesson, the learner
should be able to:
- Identify horizontal and vertical lines in different situations - Demonstrate skills in identifying horizontal and vertical lines - Appreciate the use of horizontal and vertical lines in real life - Identify the use of angles in the environment - Demonstrate skills in identifying uses of angles - Show interest in the uses of angles |
- Identify lines in the classroom and within the environment
- Describe lines in the environment and identify them as horizontal and vertical lines - Work in groups to identify horizontal and vertical lines in the environment - Look at the variety of structures and objects around - Identify the use of angles in the structures or objects - Work in groups to identify and discuss uses of angles in different contexts |
Where are horizontal and vertical lines used?
Where are angles used in the environment? |
Oxford Let's Do Mathematics, pg. 157
Rulers Charts showing lines Oxford Let's Do Mathematics, pg. 158 Drawing materials Oxford Let's Do Mathematics, pg. 159 Set squares Oxford Let's Do Mathematics, pg. 160 Oxford Let's Do Mathematics, pg. 161 Oxford Let's Do Mathematics, pg. 162 Clock faces Directional maps Oxford Let's Do Mathematics, pg. 163 Various objects with angles Pictures showing angles Oxford Let's Do Mathematics, pg. 164 Unit angle templates Paper Scissors Oxford Let's Do Mathematics, pg. 165 Protractors Unit angle templates Oxford Let's Do Mathematics, pg. 166 Angle charts Oxford Let's Do Mathematics, pg. 167 |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 3 |
Geometry
|
3-D Objects - 3-D objects in the environment
3-D Objects - Cubes and cuboids 3-D Objects - Cylinders and spheres 3-D Objects - Pyramids |
By the end of the
lesson, the learner
should be able to:
- Describe 3-D objects in the environment - Demonstrate skills in identifying 3-D objects - Appreciate 3-D objects in the environment |
- Identify and collect objects that are cubes, cuboids, cylinders, spheres and pyramids
- Discuss the properties of each 3-D object - Work in groups to identify 3-D objects in the environment |
Where are 3-D objects used in the environment?
|
Oxford Let's Do Mathematics, pg. 168
3-D objects (cubes, cuboids, cylinders, spheres, pyramids) Oxford Let's Do Mathematics, pg. 169 Cubes Cuboids Oxford Let's Do Mathematics, pg. 170 Cylinders Spheres Oxford Let's Do Mathematics, pg. 171 Pyramids |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 1 |
Data Handling
|
Data Representation - Collecting data
Data Representation - Recording data in tables Data Representation - Drawing tally marks Data Representation - Frequency tables Data Representation - Interpreting data Data Representation - Application of data |
By the end of the
lesson, the learner
should be able to:
- Collect data of about 30 items relating to real experiences - Demonstrate skills in collecting data - Appreciate the process of data collection |
- Choose favorite colors, sports, or other categories
- Collect data involving day to day experiences - Work in groups to collect data on different topics |
Why is representing data in tables important?
|
Oxford Let's Do Mathematics, pg. 172
Data collection sheets Oxford Let's Do Mathematics, pg. 173 Data collection sheets Chart paper Oxford Let's Do Mathematics, pg. 174 Oxford Let's Do Mathematics, pg. 175 Oxford Let's Do Mathematics, pg. 176 Data tables Oxford Let's Do Mathematics, pg. 177 |
- Observation
- Oral questions
- Written exercises
|
Your Name Comes Here