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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Measurement
|
Length (6 lessons) - Measuring length using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure length using fixed units -Compare lengths of different objects -Appreciate measuring length in daily life |
-Learners look at pictures showing children measuring length -Learners discuss what the children are doing -Learners discuss what they can use to measure different lengths -Learners make sticks of equal length -Learners use the sticks to measure different lengths |
How is the length of an object measured?
|
-MENTOR Mathematical Activities Grade 2 pg. 90 -Sticks -Objects |
-Observation
-Oral questions
-Written assignments
|
|
| 1 | 2 |
Measurement
|
Length (6 lessons) - Measuring length using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure length using fixed units -Compare lengths of different objects -Appreciate measuring length in daily life |
-Learners look at pictures showing children measuring length -Learners discuss what the children are doing -Learners discuss what they can use to measure different lengths -Learners make sticks of equal length -Learners use the sticks to measure different lengths |
How is the length of an object measured?
|
-MENTOR Mathematical Activities Grade 2 pg. 90 -Sticks -Objects |
-Observation
-Oral questions
-Written assignments
|
|
| 1 | 3 |
Measurement
|
Length (6 lessons) - Measuring length using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure length using fixed units -Compare lengths of different objects -Appreciate measuring length in daily life |
-Learners look at pictures showing children measuring length -Learners discuss what the children are doing -Learners discuss what they can use to measure different lengths -Learners make sticks of equal length -Learners use the sticks to measure different lengths |
How is the length of an object measured?
|
-MENTOR Mathematical Activities Grade 2 pg. 90 -Sticks -Objects |
-Observation
-Oral questions
-Written assignments
|
|
| 1 | 4 |
Measurement
|
Length - Measuring length using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure length using fixed units -Use different units to measure length -Show interest in measuring length |
-Learners use sticks of equal length to measure the longest side of their classroom -Learners use sticks of equal length to measure the shortest side of their classroom -Learners use other objects like pencils and sharpeners to measure lengths |
How is the length of an object measured?
|
-MENTOR Mathematical Activities Grade 2 pg. 91 -Sticks -Objects -Pencils -Sharpeners |
-Observation
-Oral questions
-Written assignments
|
|
| 1 | 5 |
Measurement
|
Length - Measuring length using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure length using fixed units -Use different units to measure length -Show interest in measuring length |
-Learners use sticks of equal length to measure the longest side of their classroom -Learners use sticks of equal length to measure the shortest side of their classroom -Learners use other objects like pencils and sharpeners to measure lengths |
How is the length of an object measured?
|
-MENTOR Mathematical Activities Grade 2 pg. 91 -Sticks -Objects -Pencils -Sharpeners |
-Observation
-Oral questions
-Written assignments
|
|
| 2 | 1 |
Measurement
|
Length - Identifying metre as a unit of measuring length
|
By the end of the
lesson, the learner
should be able to:
-Identify the metre as a unit of measuring length -Make 1-metre sticks -Appreciate the metre as a standard unit of measuring length |
-Learners are given a one-metre ruler -Learners use the 1-metre ruler to make 1-metre sticks -Learners compare their 1-metre sticks with those of their friends -Learners discuss that length is measured in metres |
How is the length of an object measured?
|
-MENTOR Mathematical Activities Grade 2 pg. 92 -1-metre ruler -Sticks -Materials for making 1-metre sticks |
-Observation
-Oral questions
-Written assignments
|
|
| 2 | 2 |
Measurement
|
Length - Identifying metre as a unit of measuring length
|
By the end of the
lesson, the learner
should be able to:
-Identify the metre as a unit of measuring length -Make 1-metre sticks -Appreciate the metre as a standard unit of measuring length |
-Learners are given a one-metre ruler -Learners use the 1-metre ruler to make 1-metre sticks -Learners compare their 1-metre sticks with those of their friends -Learners discuss that length is measured in metres |
How is the length of an object measured?
|
-MENTOR Mathematical Activities Grade 2 pg. 92 -1-metre ruler -Sticks -Materials for making 1-metre sticks |
-Observation
-Oral questions
-Written assignments
|
|
| 2 | 3 |
Measurement
|
Length - Identifying metre as a unit of measuring length
|
By the end of the
lesson, the learner
should be able to:
-Identify the metre as a unit of measuring length -Make 1-metre sticks -Appreciate the metre as a standard unit of measuring length |
-Learners are given a one-metre ruler -Learners use the 1-metre ruler to make 1-metre sticks -Learners compare their 1-metre sticks with those of their friends -Learners discuss that length is measured in metres |
How is the length of an object measured?
|
-MENTOR Mathematical Activities Grade 2 pg. 92 -1-metre ruler -Sticks -Materials for making 1-metre sticks |
-Observation
-Oral questions
-Written assignments
|
|
| 2 | 4 |
Measurement
|
Length - Measuring length in metres
|
By the end of the
lesson, the learner
should be able to:
-Measure length in metres -Use 1-metre sticks to measure lengths -Show interest in measuring length in metres |
-Learners use 1-metre sticks to measure the longer side of their classroom -Learners use 1-metre sticks to measure the shorter side of their classroom -Learners use 1-metre sticks to measure the longer side of the chalkboard -Learners use 1-metre sticks to measure the shorter side of the classroom door |
How is the length of an object measured?
|
-MENTOR Mathematical Activities Grade 2 pg. 93 -1-metre sticks |
-Observation
-Oral questions
-Written assignments
|
|
| 2 | 5 |
Measurement
|
Length - Measuring length in metres
|
By the end of the
lesson, the learner
should be able to:
-Measure length in metres -Use 1-metre sticks to measure lengths -Show interest in measuring length in metres |
-Learners use 1-metre sticks to measure the longer side of their classroom -Learners use 1-metre sticks to measure the shorter side of their classroom -Learners use 1-metre sticks to measure the longer side of the chalkboard -Learners use 1-metre sticks to measure the shorter side of the classroom door |
How is the length of an object measured?
|
-MENTOR Mathematical Activities Grade 2 pg. 93 -1-metre sticks |
-Observation
-Oral questions
-Written assignments
|
|
| 3 | 1 |
Measurement
|
Length - Measuring length in metres
|
By the end of the
lesson, the learner
should be able to:
-Measure length in metres -Use 1-metre sticks to measure lengths -Appreciate measuring length in daily life |
-Learners use 1-metre sticks to measure the longer side of their classroom window -Learners use 1-metre sticks to measure the longer side of their teacher's table -Learners use 1-metre sticks to measure the distance from the chalkboard to their desks -Learners use 1-metre sticks to measure the distance from the teacher's table to their desks |
How is the length of an object measured?
|
-MENTOR Mathematical Activities Grade 2 pg. 94 -1-metre sticks |
-Observation
-Oral questions
-Written assignments
|
|
| 3 | 2 |
Measurement
|
Length - Measuring length in metres
|
By the end of the
lesson, the learner
should be able to:
-Measure length in metres -Use 1-metre sticks to measure lengths -Appreciate measuring length in daily life |
-Learners use 1-metre sticks to measure the longer side of their classroom window -Learners use 1-metre sticks to measure the longer side of their teacher's table -Learners use 1-metre sticks to measure the distance from the chalkboard to their desks -Learners use 1-metre sticks to measure the distance from the teacher's table to their desks |
How is the length of an object measured?
|
-MENTOR Mathematical Activities Grade 2 pg. 94 -1-metre sticks |
-Observation
-Oral questions
-Written assignments
|
|
| 3 | 3 |
Measurement
|
Length - Measuring length in metres
|
By the end of the
lesson, the learner
should be able to:
-Measure length in metres -Use 1-metre sticks to measure lengths -Appreciate measuring length in daily life |
-Learners use 1-metre sticks to measure the longer side of their classroom window -Learners use 1-metre sticks to measure the longer side of their teacher's table -Learners use 1-metre sticks to measure the distance from the chalkboard to their desks -Learners use 1-metre sticks to measure the distance from the teacher's table to their desks |
How is the length of an object measured?
|
-MENTOR Mathematical Activities Grade 2 pg. 94 -1-metre sticks |
-Observation
-Oral questions
-Written assignments
|
|
| 3 | 4 |
Measurement
|
Length - Measuring length in metres
|
By the end of the
lesson, the learner
should be able to:
-Measure length in metres -Use 1-metre sticks to measure lengths -Appreciate measuring length in daily life |
-Learners use 1-metre sticks to measure the longer side of their classroom window -Learners use 1-metre sticks to measure the longer side of their teacher's table -Learners use 1-metre sticks to measure the distance from the chalkboard to their desks -Learners use 1-metre sticks to measure the distance from the teacher's table to their desks |
How is the length of an object measured?
|
-MENTOR Mathematical Activities Grade 2 pg. 94 -1-metre sticks |
-Observation
-Oral questions
-Written assignments
|
|
| 3 | 5 |
Measurement
|
Length - Measuring length in metres
|
By the end of the
lesson, the learner
should be able to:
-Measure length in metres -Use 1-metre sticks to measure length -Show interest in measuring length in metres |
-With the help of parents or guardians, learners make sticks of equal lengths -Learners use the sticks to measure the lengths of different items at home -In pairs, learners use a one-metre stick to measure different lengths during their free time -Learners measure the lengths of different objects using a one-metre stick |
How is the length of an object measured?
|
-MENTOR Mathematical Activities Grade 2 pg. 95 -1-metre sticks -Objects to measure |
-Observation
-Oral questions
-Written assignments
|
|
| 4 | 1 |
Measurement
|
Mass (6 lessons) - Measuring mass using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure mass using fixed units -Compare masses of different objects -Appreciate measuring mass in daily life |
-Learners look at pictures showing a beam balance -Learners discuss what they see in the pictures -Learners discuss what they can use to measure mass -With the guidance of the teacher, learners make a beam balance using nails, strings, hammer, and two circular plates -Learners talk about how they can use the beam balance to measure mass |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 96 -Nails -Strings -Hammer -Circular plates -Pictures |
-Observation
-Oral questions
-Written assignments
|
|
| 4 | 2 |
Measurement
|
Mass (6 lessons) - Measuring mass using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure mass using fixed units -Compare masses of different objects -Appreciate measuring mass in daily life |
-Learners look at pictures showing a beam balance -Learners discuss what they see in the pictures -Learners discuss what they can use to measure mass -With the guidance of the teacher, learners make a beam balance using nails, strings, hammer, and two circular plates -Learners talk about how they can use the beam balance to measure mass |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 96 -Nails -Strings -Hammer -Circular plates -Pictures |
-Observation
-Oral questions
-Written assignments
|
|
| 4 | 3 |
Measurement
|
Mass (6 lessons) - Measuring mass using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure mass using fixed units -Compare masses of different objects -Appreciate measuring mass in daily life |
-Learners look at pictures showing a beam balance -Learners discuss what they see in the pictures -Learners discuss what they can use to measure mass -With the guidance of the teacher, learners make a beam balance using nails, strings, hammer, and two circular plates -Learners talk about how they can use the beam balance to measure mass |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 96 -Nails -Strings -Hammer -Circular plates -Pictures |
-Observation
-Oral questions
-Written assignments
|
|
| 4 | 4 |
Measurement
|
Mass (6 lessons) - Measuring mass using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure mass using fixed units -Compare masses of different objects -Appreciate measuring mass in daily life |
-Learners look at pictures showing a beam balance -Learners discuss what they see in the pictures -Learners discuss what they can use to measure mass -With the guidance of the teacher, learners make a beam balance using nails, strings, hammer, and two circular plates -Learners talk about how they can use the beam balance to measure mass |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 96 -Nails -Strings -Hammer -Circular plates -Pictures |
-Observation
-Oral questions
-Written assignments
|
|
| 4 | 5 |
Measurement
|
Mass - Measuring mass using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure mass using fixed units -Use a beam balance to compare masses -Show interest in measuring mass |
-Learners collect safe objects such as exercise books and pens -Learners place an exercise book on one side of the beam balance -Learners add pens to the other side of the beam balance until it balances -Learners determine the mass of the exercise book in terms of pens -Learners measure the mass of different objects using the beam balance |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 97 -Beam balance -Exercise books -Pens -Safe objects |
-Observation
-Oral questions
-Written assignments
|
|
| 5 | 1 |
Measurement
|
Mass - Measuring mass using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure mass using fixed units -Use different objects to measure mass -Appreciate measuring mass in daily life |
-Learners use different objects to measure the mass of a padlock -Learners measure the mass of the padlock in terms of pencils, pens, dusters, bottles, and rubbers -Learners measure the mass of different objects using the beam balance -In small groups, learners use a beam balance to measure mass of different objects in the classroom |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 98 -Beam balance -Padlock -Pencils -Pens -Dusters -Bottles -Rubbers |
-Observation
-Oral questions
-Written assignments
|
|
| 5 | 2 |
Measurement
|
Mass - Measuring mass using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure mass using fixed units -Use different objects to measure mass -Appreciate measuring mass in daily life |
-Learners use different objects to measure the mass of a padlock -Learners measure the mass of the padlock in terms of pencils, pens, dusters, bottles, and rubbers -Learners measure the mass of different objects using the beam balance -In small groups, learners use a beam balance to measure mass of different objects in the classroom |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 98 -Beam balance -Padlock -Pencils -Pens -Dusters -Bottles -Rubbers |
-Observation
-Oral questions
-Written assignments
|
|
| 5 | 3 |
Measurement
|
Mass - Measuring mass using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure mass using fixed units -Use different objects to measure mass -Appreciate measuring mass in daily life |
-Learners use different objects to measure the mass of a padlock -Learners measure the mass of the padlock in terms of pencils, pens, dusters, bottles, and rubbers -Learners measure the mass of different objects using the beam balance -In small groups, learners use a beam balance to measure mass of different objects in the classroom |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 98 -Beam balance -Padlock -Pencils -Pens -Dusters -Bottles -Rubbers |
-Observation
-Oral questions
-Written assignments
|
|
| 5 | 4 |
Measurement
|
Mass - Measuring mass using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure mass using fixed units -Use different objects to measure mass -Appreciate measuring mass in daily life |
-Learners use different objects to measure the mass of a padlock -Learners measure the mass of the padlock in terms of pencils, pens, dusters, bottles, and rubbers -Learners measure the mass of different objects using the beam balance -In small groups, learners use a beam balance to measure mass of different objects in the classroom |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 98 -Beam balance -Padlock -Pencils -Pens -Dusters -Bottles -Rubbers |
-Observation
-Oral questions
-Written assignments
|
|
| 5 | 5 |
Measurement
|
Mass - Measuring mass using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure mass using fixed units -Use different objects to measure mass -Appreciate measuring mass in daily life |
-Learners use different objects to measure the mass of a padlock -Learners measure the mass of the padlock in terms of pencils, pens, dusters, bottles, and rubbers -Learners measure the mass of different objects using the beam balance -In small groups, learners use a beam balance to measure mass of different objects in the classroom |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 98 -Beam balance -Padlock -Pencils -Pens -Dusters -Bottles -Rubbers |
-Observation
-Oral questions
-Written assignments
|
|
| 6 | 1 |
Measurement
|
Mass - Identifying a kilogram
|
By the end of the
lesson, the learner
should be able to:
-Identify the kilogram as a unit of measuring mass -Use a 1 kilogram mass to measure mass -Show interest in measuring mass in kilograms |
-Learners use a beam balance, a 1-kilogram mass, soil, and empty bags -Learners place one kilogram mass on one side of the beam balance -Learners place a bag of soil on the other side of the beam balance -Learners add more soil to the bag until the beam balances -Learners identify that the mass of the bag of soil is 1 kg -Learners make more 1 kg bags of soil using the beam balance |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 99 -Beam balance -1-kilogram mass -Soil -Empty bags |
-Observation
-Oral questions
-Written assignments
|
|
| 6 | 2 |
Measurement
|
Mass - Identifying a kilogram
|
By the end of the
lesson, the learner
should be able to:
-Identify the kilogram as a unit of measuring mass -Use a 1 kilogram mass to measure mass -Show interest in measuring mass in kilograms |
-Learners use a beam balance, a 1-kilogram mass, soil, and empty bags -Learners place one kilogram mass on one side of the beam balance -Learners place a bag of soil on the other side of the beam balance -Learners add more soil to the bag until the beam balances -Learners identify that the mass of the bag of soil is 1 kg -Learners make more 1 kg bags of soil using the beam balance |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 99 -Beam balance -1-kilogram mass -Soil -Empty bags |
-Observation
-Oral questions
-Written assignments
|
|
| 6 | 3 |
Measurement
|
Mass - Identifying a kilogram
|
By the end of the
lesson, the learner
should be able to:
-Identify the kilogram as a unit of measuring mass -Use a 1 kilogram mass to measure mass -Show interest in measuring mass in kilograms |
-Learners use a beam balance, a 1-kilogram mass, soil, and empty bags -Learners place one kilogram mass on one side of the beam balance -Learners place a bag of soil on the other side of the beam balance -Learners add more soil to the bag until the beam balances -Learners identify that the mass of the bag of soil is 1 kg -Learners make more 1 kg bags of soil using the beam balance |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 99 -Beam balance -1-kilogram mass -Soil -Empty bags |
-Observation
-Oral questions
-Written assignments
|
|
| 6 | 4 |
Measurement
|
Mass - Measuring mass in kilograms
|
By the end of the
lesson, the learner
should be able to:
-Measure mass in kilograms -Use a 1 kilogram container to measure mass -Appreciate measuring mass in daily life |
-Learners use a 1 kg container, a bucket, and soil -Learners use the 1 kg container to fill the bucket with soil -Learners count how many containers filled the bucket -Learners determine the mass of the bucket filled with soil -Learners use a beam balance and a 1 kilogram mass to measure the mass of different objects |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 100 -1 kg container -Bucket -Soil -Beam balance -1-kilogram mass |
-Observation
-Oral questions
-Written assignments
|
|
| 6 | 5 |
Measurement
|
Mass - Measuring mass in kilograms
|
By the end of the
lesson, the learner
should be able to:
-Measure mass in kilograms -Use a 1 kilogram container to measure mass -Appreciate measuring mass in daily life |
-Learners use a 1 kg container, a bucket, and soil -Learners use the 1 kg container to fill the bucket with soil -Learners count how many containers filled the bucket -Learners determine the mass of the bucket filled with soil -Learners use a beam balance and a 1 kilogram mass to measure the mass of different objects |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 100 -1 kg container -Bucket -Soil -Beam balance -1-kilogram mass |
-Observation
-Oral questions
-Written assignments
|
|
| 7 | 1 |
Measurement
|
Mass - Measuring mass in kilograms
|
By the end of the
lesson, the learner
should be able to:
-Measure mass in kilograms -Solve problems involving mass -Show interest in measuring mass in kilograms |
-Learners look at pictures showing the mass of different items -Learners determine the mass of each item -Learners solve problems involving mass in kilograms -With the help of parents or guardians, learners visit a nearby shop or market and help the shopkeeper measure the mass of different items using a one-kilogram container |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 101 -Pictures -Items with different masses |
-Observation
-Oral questions
-Written assignments
|
|
| 7 | 2 |
Measurement
|
Mass - Measuring mass in kilograms
|
By the end of the
lesson, the learner
should be able to:
-Measure mass in kilograms -Solve problems involving mass -Show interest in measuring mass in kilograms |
-Learners look at pictures showing the mass of different items -Learners determine the mass of each item -Learners solve problems involving mass in kilograms -With the help of parents or guardians, learners visit a nearby shop or market and help the shopkeeper measure the mass of different items using a one-kilogram container |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 101 -Pictures -Items with different masses |
-Observation
-Oral questions
-Written assignments
|
|
| 7 | 3 |
Measurement
|
Mass - Measuring mass in kilograms
|
By the end of the
lesson, the learner
should be able to:
-Measure mass in kilograms -Solve problems involving mass -Show interest in measuring mass in kilograms |
-Learners look at pictures showing the mass of different items -Learners determine the mass of each item -Learners solve problems involving mass in kilograms -With the help of parents or guardians, learners visit a nearby shop or market and help the shopkeeper measure the mass of different items using a one-kilogram container |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 101 -Pictures -Items with different masses |
-Observation
-Oral questions
-Written assignments
|
|
| 7 | 4 |
Measurement
|
Mass - Measuring mass in kilograms
|
By the end of the
lesson, the learner
should be able to:
-Measure mass in kilograms -Identify objects with mass of 2 kilograms -Appreciate measuring mass in daily life |
-Learners use a beam balance, 2 one-kilogram masses, and textbooks -Learners place 2 one-kilogram masses on one side of the beam balance -Learners place textbooks on the other side of the beam balance until it balances -Learners determine the number of books that balance with 2 kilograms -Learners look at pictures and determine the mass of different items in kilograms |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 102 -Beam balance -1-kilogram masses -Textbooks -Pictures of items |
-Observation
-Oral questions
-Written assignments
|
|
| 7 | 5 |
Measurement
|
Mass - Measuring mass in kilograms
|
By the end of the
lesson, the learner
should be able to:
-Measure mass in kilograms -Identify objects with mass of 2 kilograms -Appreciate measuring mass in daily life |
-Learners use a beam balance, 2 one-kilogram masses, and textbooks -Learners place 2 one-kilogram masses on one side of the beam balance -Learners place textbooks on the other side of the beam balance until it balances -Learners determine the number of books that balance with 2 kilograms -Learners look at pictures and determine the mass of different items in kilograms |
Why is it important to know the mass of an object?
|
-MENTOR Mathematical Activities Grade 2 pg. 102 -Beam balance -1-kilogram masses -Textbooks -Pictures of items |
-Observation
-Oral questions
-Written assignments
|
|
| 8 | 1 |
Measurement
|
Capacity (8 lessons) - Measuring capacity using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure capacity using fixed units -Use cups to measure capacity -Appreciate measuring capacity in daily life |
-Learners look at pictures showing children measuring capacity -Learners discuss what the children are doing in each picture -Learners discuss what they can use to measure the capacity of different containers -Using a cup, learners fill different containers with water -Learners count and write the number of cups that fill each container |
Why do containers have different capacities?
|
-MENTOR Mathematical Activities Grade 2 pg. 106 -Cups -Containers -Water |
-Observation
-Oral questions
-Written assignments
|
|
| 8 | 2 |
Measurement
|
Capacity (8 lessons) - Measuring capacity using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure capacity using fixed units -Use cups to measure capacity -Appreciate measuring capacity in daily life |
-Learners look at pictures showing children measuring capacity -Learners discuss what the children are doing in each picture -Learners discuss what they can use to measure the capacity of different containers -Using a cup, learners fill different containers with water -Learners count and write the number of cups that fill each container |
Why do containers have different capacities?
|
-MENTOR Mathematical Activities Grade 2 pg. 106 -Cups -Containers -Water |
-Observation
-Oral questions
-Written assignments
|
|
| 8 | 3 |
Measurement
|
Capacity (8 lessons) - Measuring capacity using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure capacity using fixed units -Use cups to measure capacity -Appreciate measuring capacity in daily life |
-Learners look at pictures showing children measuring capacity -Learners discuss what the children are doing in each picture -Learners discuss what they can use to measure the capacity of different containers -Using a cup, learners fill different containers with water -Learners count and write the number of cups that fill each container |
Why do containers have different capacities?
|
-MENTOR Mathematical Activities Grade 2 pg. 106 -Cups -Containers -Water |
-Observation
-Oral questions
-Written assignments
|
|
| 8 | 4 |
Measurement
|
Capacity (8 lessons) - Measuring capacity using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure capacity using fixed units -Use cups to measure capacity -Appreciate measuring capacity in daily life |
-Learners look at pictures showing children measuring capacity -Learners discuss what the children are doing in each picture -Learners discuss what they can use to measure the capacity of different containers -Using a cup, learners fill different containers with water -Learners count and write the number of cups that fill each container |
Why do containers have different capacities?
|
-MENTOR Mathematical Activities Grade 2 pg. 106 -Cups -Containers -Water |
-Observation
-Oral questions
-Written assignments
|
|
| 8 | 5 |
Measurement
|
Capacity - Measuring capacity using fixed units
|
By the end of the
lesson, the learner
should be able to:
-Measure capacity using fixed units -Compare capacity of different containers -Show interest in measuring capacity |
-Learners collect containers of different shapes -Learners count the number of bottles that fill each container -Learners use the same container to fill a pot and a basin -Learners identify which containers hold the same number of bottles of water -Learners discuss whether containers of different shapes can have the same capacity |
Why do containers have different capacities?
|
-MENTOR Mathematical Activities Grade 2 pg. 107 -Containers of different shapes -Bottles -Water -Pot -Basin |
-Observation
-Oral questions
-Written assignments
|
|
| 9 |
MIDTERM BREAK |
||||||||
| 10 | 1 |
Measurement
|
Capacity - Identifying the litre
|
By the end of the
lesson, the learner
should be able to:
-Identify the litre as a unit of measuring capacity -Use 1 litre containers -Appreciate the litre as a standard unit of measuring capacity |
-Learners use a 1 litre jug, water, and a 1 litre bottle -Learners fill the one litre jug with water -Learners pour the water into the one litre bottle -Learners discuss what they notice -Learners look at pictures of different containers -Learners identify the capacity of each container |
Why do containers have different capacities?
|
-MENTOR Mathematical Activities Grade 2 pg. 108 -1 litre jug -1 litre bottle -Water -Pictures of containers |
-Observation
-Oral questions
-Written assignments
|
|
| 10 | 2 |
Measurement
|
Capacity - Identifying the litre
|
By the end of the
lesson, the learner
should be able to:
-Identify the litre as a unit of measuring capacity -Use 1 litre containers -Appreciate the litre as a standard unit of measuring capacity |
-Learners use a 1 litre jug, water, and a 1 litre bottle -Learners fill the one litre jug with water -Learners pour the water into the one litre bottle -Learners discuss what they notice -Learners look at pictures of different containers -Learners identify the capacity of each container |
Why do containers have different capacities?
|
-MENTOR Mathematical Activities Grade 2 pg. 108 -1 litre jug -1 litre bottle -Water -Pictures of containers |
-Observation
-Oral questions
-Written assignments
|
|
| 10 | 3 |
Measurement
|
Capacity - Identifying the litre
|
By the end of the
lesson, the learner
should be able to:
-Identify the litre as a unit of measuring capacity -Use 1 litre containers -Appreciate the litre as a standard unit of measuring capacity |
-Learners use a 1 litre jug, water, and a 1 litre bottle -Learners fill the one litre jug with water -Learners pour the water into the one litre bottle -Learners discuss what they notice -Learners look at pictures of different containers -Learners identify the capacity of each container |
Why do containers have different capacities?
|
-MENTOR Mathematical Activities Grade 2 pg. 108 -1 litre jug -1 litre bottle -Water -Pictures of containers |
-Observation
-Oral questions
-Written assignments
|
|
| 10 | 4 |
Measurement
|
Capacity - Identifying the litre
|
By the end of the
lesson, the learner
should be able to:
-Identify the litre as a unit of measuring capacity -Use 1 litre containers -Appreciate the litre as a standard unit of measuring capacity |
-Learners use a 1 litre jug, water, and a 1 litre bottle -Learners fill the one litre jug with water -Learners pour the water into the one litre bottle -Learners discuss what they notice -Learners look at pictures of different containers -Learners identify the capacity of each container |
Why do containers have different capacities?
|
-MENTOR Mathematical Activities Grade 2 pg. 108 -1 litre jug -1 litre bottle -Water -Pictures of containers |
-Observation
-Oral questions
-Written assignments
|
|
| 10 | 5 |
Measurement
|
Capacity - Measuring capacity using 1 litre containers
|
By the end of the
lesson, the learner
should be able to:
-Measure capacity in litres -Use 1 litre bottles to measure capacity -Show interest in measuring capacity in litres |
-Learners use a 1 litre bottle, containers of different sizes, and water -Learners use the 1 litre bottle to fill different containers with water -Learners count how many 1 litre bottles are needed to fill each container -Learners determine the capacity of each container in litres |
Which commodities can be measured in terms of litres?
|
-MENTOR Mathematical Activities Grade 2 pg. 109 -1 litre bottle -Containers of different sizes -Water |
-Observation
-Oral questions
-Written assignments
|
|
| 11 | 1 |
Measurement
|
Capacity - Measuring capacity using 1 litre containers
|
By the end of the
lesson, the learner
should be able to:
-Measure capacity in litres -Compare capacities of different containers -Appreciate measuring capacity in daily life |
-Learners determine how many of one container it takes to fill another container -Learners compare the capacities of different containers -Learners solve problems involving capacity in litres |
Which commodities can be measured in terms of litres?
|
-MENTOR Mathematical Activities Grade 2 pg. 110 -Containers of different sizes -1 litre bottle -Water |
-Observation
-Oral questions
-Written assignments
|
|
| 11 | 2 |
Measurement
|
Capacity - Measuring capacity using 1 litre containers
|
By the end of the
lesson, the learner
should be able to:
-Measure capacity in litres -Compare capacities of different containers -Appreciate measuring capacity in daily life |
-Learners determine how many of one container it takes to fill another container -Learners compare the capacities of different containers -Learners solve problems involving capacity in litres |
Which commodities can be measured in terms of litres?
|
-MENTOR Mathematical Activities Grade 2 pg. 110 -Containers of different sizes -1 litre bottle -Water |
-Observation
-Oral questions
-Written assignments
|
|
| 11 | 3 |
Measurement
|
Capacity - Measuring capacity using 1 litre containers
|
By the end of the
lesson, the learner
should be able to:
-Measure capacity in litres -Compare capacities of different containers -Appreciate measuring capacity in daily life |
-Learners determine how many of one container it takes to fill another container -Learners compare the capacities of different containers -Learners solve problems involving capacity in litres |
Which commodities can be measured in terms of litres?
|
-MENTOR Mathematical Activities Grade 2 pg. 110 -Containers of different sizes -1 litre bottle -Water |
-Observation
-Oral questions
-Written assignments
|
|
| 11 | 4 |
Measurement
|
Capacity - Measuring capacity using 1 litre containers
|
By the end of the
lesson, the learner
should be able to:
-Measure capacity in litres -Compare capacities of different containers -Appreciate measuring capacity in daily life |
-Learners determine how many of one container it takes to fill another container -Learners compare the capacities of different containers -Learners solve problems involving capacity in litres |
Which commodities can be measured in terms of litres?
|
-MENTOR Mathematical Activities Grade 2 pg. 110 -Containers of different sizes -1 litre bottle -Water |
-Observation
-Oral questions
-Written assignments
|
|
| 11 | 5 |
Measurement
|
Capacity - Measuring capacity using 1 litre containers
|
By the end of the
lesson, the learner
should be able to:
-Measure capacity in litres -Compare capacities of different containers -Appreciate measuring capacity in daily life |
-Learners determine how many of one container it takes to fill another container -Learners compare the capacities of different containers -Learners solve problems involving capacity in litres |
Which commodities can be measured in terms of litres?
|
-MENTOR Mathematical Activities Grade 2 pg. 110 -Containers of different sizes -1 litre bottle -Water |
-Observation
-Oral questions
-Written assignments
|
|
| 12 | 1 |
Measurement
|
Capacity - Measuring capacity using 1 litre containers
|
By the end of the
lesson, the learner
should be able to:
-Measure capacity in litres -Solve problems involving capacity -Show interest in measuring capacity in litres |
-Learners determine how many containers of one size are needed to fill a container of a different size -Learners solve problems involving capacity in litres -With the help of parents or guardians, learners measure the capacity of different containers at home |
Which commodities can be measured in terms of litres?
|
-MENTOR Mathematical Activities Grade 2 pg. 111 -Containers of different sizes -1 litre bottle -Water |
-Observation
-Oral questions
-Written assignments
|
|
| 12 | 2 |
Measurement
|
Capacity - Measuring capacity using 1 litre containers
|
By the end of the
lesson, the learner
should be able to:
-Measure capacity in litres -Solve problems involving capacity -Show interest in measuring capacity in litres |
-Learners determine how many containers of one size are needed to fill a container of a different size -Learners solve problems involving capacity in litres -With the help of parents or guardians, learners measure the capacity of different containers at home |
Which commodities can be measured in terms of litres?
|
-MENTOR Mathematical Activities Grade 2 pg. 111 -Containers of different sizes -1 litre bottle -Water |
-Observation
-Oral questions
-Written assignments
|
|
| 12 | 3 |
Measurement
|
Capacity - Measuring capacity using 1 litre containers
|
By the end of the
lesson, the learner
should be able to:
-Measure capacity in litres -Solve problems involving capacity -Appreciate measuring capacity in daily life |
-Learners answer questions about the capacity of different containers -Learners determine the number of glasses a jug holds -Learners identify the capacity of containers in litres -With the help of parents or guardians, learners measure the capacity of different containers at home using a 1 litre bottle or jug to measure liquids such as milk and water |
Which commodities can be measured in terms of litres?
|
-MENTOR Mathematical Activities Grade 2 pg. 112 -1 litre bottle -1 litre jug -Containers -Water -Milk |
-Observation
-Oral questions
-Written assignments
|
|
| 12 | 4 |
Measurement
|
Capacity - Measuring capacity using 1 litre containers
|
By the end of the
lesson, the learner
should be able to:
-Measure capacity in litres -Solve problems involving capacity -Appreciate measuring capacity in daily life |
-Learners answer questions about the capacity of different containers -Learners determine the number of glasses a jug holds -Learners identify the capacity of containers in litres -With the help of parents or guardians, learners measure the capacity of different containers at home using a 1 litre bottle or jug to measure liquids such as milk and water |
Which commodities can be measured in terms of litres?
|
-MENTOR Mathematical Activities Grade 2 pg. 112 -1 litre bottle -1 litre jug -Containers -Water -Milk |
-Observation
-Oral questions
-Written assignments
|
|
| 12 | 5 |
Measurement
|
Capacity - Measuring capacity using 1 litre containers
|
By the end of the
lesson, the learner
should be able to:
-Measure capacity in litres -Solve problems involving capacity -Appreciate measuring capacity in daily life |
-Learners answer questions about the capacity of different containers -Learners determine the number of glasses a jug holds -Learners identify the capacity of containers in litres -With the help of parents or guardians, learners measure the capacity of different containers at home using a 1 litre bottle or jug to measure liquids such as milk and water |
Which commodities can be measured in terms of litres?
|
-MENTOR Mathematical Activities Grade 2 pg. 112 -1 litre bottle -1 litre jug -Containers -Water -Milk |
-Observation
-Oral questions
-Written assignments
|
|
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