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| WK | LSN | STRAND | S-STRAND | LESSON_LEARNING_OUTCOMES | CORE COMPETENCE | VALUES | L_EXPERIENCES | KEY INQUIRY QUESTIONS | L RESOURCES | ASSESSMENT METHODS | REMARKS |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
CLASSIF ICATIO N
|
Sorting & grouping
|
By the end of the
lesson, the learner
should be able to:
identify similarities among objects in the environment for distinguishing one object from the other identify differences among objects in the environment to appreciate their similarities and differences enjoy sorting and grouping objects in the environment . |
Communicat ion and collaboration
Critical thinking and problem solving
Self efficacy
Digital literacy
Imaginative and creative
|
Responsibility
|
Learners look at and talk about objects with different colours, sizes and shapes.
demonstrates sorting and grouping objects by one attribute up to two groups (colour, size and shape). demonstrate sorting, grouping and comparing objects by one attribute (colour, size and shape). groups, pairs or individually, sort and group objects according to one attribute. specific attributes to other objects in the environment. songs related to sorting and grouping objects. collect and store materials in their respective corners. and group objects according to one attribute using ICT devices |
Which objects look alike?
Which objects have same colour, shape or size?
Which two objects are different?
Why have you grouped these objects together?
Why store materials after use?
|
Realia Charts
|
Observati on
Oral questions Written questions
|
|
| 1 | 2 |
CLASSIF ICATIO N
|
Sorting & grouping
|
By the end of the
lesson, the learner
should be able to:
identify similarities among objects in the environment for distinguishing one object from the other identify differences among objects in the environment to appreciate their similarities and differences enjoy sorting and grouping objects in the environment . |
Communicat ion and collaboration
Critical thinking and problem solving
Self efficacy
Digital literacy
Imaginative and creative
|
Responsibility
|
Learners look at and talk about objects with different colours, sizes and shapes.
demonstrates sorting and grouping objects by one attribute up to two groups (colour, size and shape). demonstrate sorting, grouping and comparing objects by one attribute (colour, size and shape). groups, pairs or individually, sort and group objects according to one attribute. specific attributes to other objects in the environment. songs related to sorting and grouping objects. collect and store materials in their respective corners. and group objects according to one attribute using ICT devices |
Which objects look alike?
Which objects have same colour, shape or size?
Which two objects are different?
Why have you grouped these objects together?
Why store materials after use?
|
Realia Charts
|
Observati on
Oral questions Written questions
|
|
| 1 | 3 |
CLASSIF ICATIO N
|
Sorting & grouping Matchin g and Pairing
|
By the end of the
lesson, the learner
should be able to:
group objects according to a specific attribute to create sets of similar objects appreciate the materials in the environment for their uniqueness and diversity identify similarities among objects in the environment identify differences among objects in the environment |
Communicat ion and collaboration
Critical thinking and problem solving
Self efficacy
Imaginative and creative
|
Responsibility
|
Learners collect and talk about similar different objects from the environment demonstrates matching and pairing objects according to one attribute (sameness, likeness or use) demonstrate matching and pairing according to one attribute (sameness, likeness or use) pairs, individual learners match and pair objects according to likeness, sameness or use objects to their use in the environment. songs or recite poems on relationship or use of objects from the environment. match and pair objects according to one attribute using ICT devices |
Which objects look alike?
What makes them look alike?
How do we use these objects?
How can we care for these objects?
|
Realia
|
.Observati on
2.Oral questions Written questions
|
|
| 1 | 4 |
CLASSIF ICATIO N
|
Matchin g and Pairing
|
By the end of the
lesson, the learner
should be able to:
identify similarities among objects in the environment identify differences among objects in the environment match similar objects in the environment pair objects according to specific criteria appreciate the use of different objects in the environment |
Communicat ion and collaboration
Critical thinking and problem solving
Self-efficacy
Imaginative and creative
|
Love Responsibility
|
Learners collect and talk about similar different objects from the environment demonstrates matching and pairing objects according to one attribute (sameness, likeness or use) demonstrate matching and pairing according to one attribute (sameness, likeness or use) pairs, individual learners match and pair objects according to likeness, sameness or use objects to their use in the environment. songs or recite poems on relationship or use of objects from the environment. match and pair objects according to one attribute using ICT devices |
Which objects look alike?
What makes them look alike?
How do we use these objects?
How can we care for these objects?
|
Realia charts
|
.Observati on
2.Oral questions Written questions
|
|
| 1 | 5 |
CLASSIF ICATIO N
|
Matchin g and Pairing
|
By the end of the
lesson, the learner
should be able to:
identify similarities among objects in the environment identify differences among objects in the environment match similar objects in the environment pair objects according to specific criteria appreciate the use of different objects in the environment |
Communicat ion and collaboration
Critical thinking and problem solving
Self-efficacy
Imaginative and creative
|
Love Responsibility
|
Learners collect and talk about similar different objects from the environment demonstrates matching and pairing objects according to one attribute (sameness, likeness or use) demonstrate matching and pairing according to one attribute (sameness, likeness or use) pairs, individual learners match and pair objects according to likeness, sameness or use objects to their use in the environment. songs or recite poems on relationship or use of objects from the environment. match and pair objects according to one attribute using ICT devices |
Which objects look alike?
What makes them look alike?
How do we use these objects?
How can we care for these objects?
|
Realia charts
|
.Observati on
2.Oral questions Written questions
|
|
| 2 | 1 |
CLASSIF ICATIO N
|
Orderin g
|
By the end of the
lesson, the learner
should be able to:
collect and identify different objects in their environment for exploration and enjoyment differentiate objects of different sizes in the environment use appropriate vocabulary related to ordering for effective communication arrange objects according to size in ascending order up to 3 objects for making comparison of objects of different sizes arrange objects according to size in descending order up to 3 objects for making comparison |
Communicat ion and collaboration
Critical thinking and problem solving
Self efficacy
Imaginative and creative
|
Patience Responsibility
|
Learners talk about different objects in the environment. demonstrate ordering objects according to size or height up to 3 objects. demonstrate ordering objects according to size or height. groups/pairs, individually arrange objects according to size or height up to 3. learners compare objects of different sizes up to three. s to draw big and small objects using ICT devices |
Which objects are (shorter, taller, smaller, bigger)?
Which among these two objects is longer?
Which among these two objects is shorter
|
Realia charts
|
Observation Written question
|
|
| 2 | 2 |
CLASSIF ICATIO N
|
Orderin g
|
By the end of the
lesson, the learner
should be able to:
collect and identify different objects in their environment for exploration and enjoyment differentiate objects of different sizes in the environment use appropriate vocabulary related to ordering for effective communication arrange objects according to size in ascending order up to 3 objects for making comparison of objects of different sizes arrange objects according to size in descending order up to 3 objects for making comparison |
Communicat ion and collaboration
Critical thinking and problem solving
Self efficacy
Imaginative and creative
|
Patience Responsibility
|
Learners talk about different objects in the environment. demonstrate ordering objects according to size or height up to 3 objects. demonstrate ordering objects according to size or height. groups/pairs, individually arrange objects according to size or height up to 3. learners compare objects of different sizes up to three. s to draw big and small objects using ICT devices |
Which objects are (shorter, taller, smaller, bigger)?
Which among these two objects is longer?
Which among these two objects is shorter
|
Realia charts
|
Observation Written question
|
|
| 2 | 3 |
CLASSIF ICATIO N
|
Orderin g
patterns
|
By the end of the
lesson, the learner
should be able to:
organize different objects in the environment appreciate different objects or materials in the environment observe objects in the environment and identify existing patterns identify similarities in patterns in the environmen |
Critical thinking and problem solving
Communicat ion and collaboration
Imaginative and creative
Self efficacy
|
Patience Responsibility
|
Learners collect and talk about different shapes in the environment. demonstrate arranging objects to make a pattern. demonstrate arranging objects to make a pattern ll groups/pairs, individually, learners arrange objects to make a pattern objects in an alternating manner to make a pattern the missing objects in a series to make a pattern about patterns and shapes on their clothes, foot prints, buildings, flower gardens etc patterns made of same shape with two different colours or pairs make patterns with objects of same type with two different colours. different shapes using ICT devices to make patterns patterns using ICT devices |
Which of these objects look alike?
Which objects comes next in the series?
How can you arrange these objects to form a pattern?
How else can you make a pattern?
Which part of the pattern repeats itself
|
Realia charts
|
.Observati on
2.Oral questions
|
|
| 2 | 4 |
CLASSIF ICATIO N
|
Orderin g
patterns
|
By the end of the
lesson, the learner
should be able to:
organize different objects in the environment appreciate different objects or materials in the environment observe objects in the environment and identify existing patterns identify similarities in patterns in the environmen |
Critical thinking and problem solving
Communicat ion and collaboration
Imaginative and creative
Self efficacy
|
Patience Responsibility
|
Learners collect and talk about different shapes in the environment. demonstrate arranging objects to make a pattern. demonstrate arranging objects to make a pattern ll groups/pairs, individually, learners arrange objects to make a pattern objects in an alternating manner to make a pattern the missing objects in a series to make a pattern about patterns and shapes on their clothes, foot prints, buildings, flower gardens etc patterns made of same shape with two different colours or pairs make patterns with objects of same type with two different colours. different shapes using ICT devices to make patterns patterns using ICT devices |
Which of these objects look alike?
Which objects comes next in the series?
How can you arrange these objects to form a pattern?
How else can you make a pattern?
Which part of the pattern repeats itself
|
Realia charts
|
.Observati on
2.Oral questions
|
|
| 2 | 5 |
CLASSIF ICATIO N
|
Patterns
Patterns
|
By the end of the
lesson, the learner
should be able to:
Learners collect and talk about different shapes in the environment. demonstrate arranging objects to make a pattern. demonstrate arranging objects to make a pattern ll groups/pairs, individually, learners arrange objects to make a pattern objects in an alternating manner to make a pattern the missing objects in a series to make a pattern about patterns and shapes on their clothes, foot prints, buildings, flower gardens etc patterns made of same shape with two different colours or pairs make patterns with objects of same type with two different colours. different shapes using ICT devices to make patterns patterns using ICT devices |
Communicat ion and collaboration
Critical thinking and problem solving
Self efficacy
Digital literacy
Imaginative and creative
|
Responsibility
|
Learners collect and talk about different shapes in the environment. demonstrate arranging objects to make a pattern. demonstrate arranging objects to make a pattern groups/pairs, individually, learners arrange objects to make a pattern objects in an alternating manner to make a pattern the missing objects in a series to make a pattern about patterns and shapes on their clothes, foot prints, buildings, flower gardens etc patterns made of same shape with two different colours or pairs make patterns with objects of same type with two different colours. different shapes using ICT devices to make patterns patterns using ICT device |
|
Realia charts
|
.Observati on
2.Oral questions
|
|
| 3 | 1 |
NUMBERS
|
Rote counting
|
By the end of the
lesson, the learner
should be able to:
rote count numbers 1-10 for developing numeracy skills rote count numbers 1-10 using actions for development of numeracy skills c) enjoy rote counting in daily life |
Critical thinking and problem solving
Imaginative and creative
Communicat ion and collaboration
Self efficacy
|
Love Respect Patience
Responsibility
|
Guide learners to rote count numbers 1-10 recite different numbers songs as they rote count pairs Learners perform singing games or rhymes related to rote counting. to radio and television educational programmes on rote counting. watch video clips on rote counting with actions - walk, clap, nod, tap, hop or stamp. |
How can you count as you jump, walk, clap, nod, tap, hop or stamp
|
Realia
|
.Observati on
2.Oral questions
|
|
| 3 | 2 |
NUMBERS
|
Rote counting
|
By the end of the
lesson, the learner
should be able to:
rote count numbers 1-10 for developing numeracy skills rote count numbers 1-10 using actions for development of numeracy skills c) enjoy rote counting in daily life |
Critical thinking and problem solving
Imaginative and creative
Communicat ion and collaboration
Self efficacy
|
Love Respect Patience
Responsibility
|
Guide learners to rote count numbers 1-10 recite different numbers songs as they rote count pairs Learners perform singing games or rhymes related to rote counting. to radio and television educational programmes on rote counting. watch video clips on rote counting with actions - walk, clap, nod, tap, hop or stamp. |
How can you count as you jump, walk, clap, nod, tap, hop or stamp
|
Realia
|
.Observati on
2.Oral questions
|
|
| 3 | 3 |
NUMBERS
|
Number recogniti on
|
By the end of the
lesson, the learner
should be able to:
identify numerals 1-9 for development of numeracy skills and symbolic representation of number appreciate use of numbers in day to day life experiences |
Communicat ion and collaboration
Imaginative and creative
Self efficacy
|
Respect Responsibility
|
Learners to talk about numbers on number flash cards or number charts learners to identify and talk about numbers found on objects in their environment identify numbers on flash cards or charts songs related to numbers 1- 9 numbers 1- 9 groups learners to play number recognition games (fishing game) numbers |
Which number is shown on the flashcard?
Which number have you modelled?
Who can show me two numbers on the number chart that look alike?
|
Realia counters
|
.Observati on
2.Oral questions
|
|
| 3 | 4 |
NUMBERS
|
Number recogniti on
|
By the end of the
lesson, the learner
should be able to:
identify numerals 1-9 for development of numeracy skills and symbolic representation of number appreciate use of numbers in day to day life experiences |
Communicat ion and collaboration
Imaginative and creative
Self efficacy
|
Respect Responsibility
|
Learners to talk about numbers on number flash cards or number charts learners to identify and talk about numbers found on objects in their environment identify numbers on flash cards or charts songs related to numbers 1- 9 numbers 1- 9 groups learners to play number recognition games (fishing game) numbers |
Which number is shown on the flashcard?
Which number have you modelled?
Who can show me two numbers on the number chart that look alike?
|
Realia counters
|
.Observati on
2.Oral questions
|
|
| 3 | 5 |
NUMBERS
|
Number recogniti on
|
By the end of the
lesson, the learner
should be able to:
identify numerals 1-9 for development of numeracy skills and symbolic representation of number appreciate use of numbers in day to day life experiences |
Communicat ion and collaboration
Imaginative and creative
Self efficacy
|
Respect
Responsibility
|
Learners to talk about numbers on number flash cards or number charts identify and talk about numbers found on objects in their environment identify numbers on flash cards or charts songs related to numbers 1- 9 numbers 1- 9 groups learners to play number recognition games (fishing game) numbers |
Which number is shown on the flashcard?
Which number have you modelled?
Who can show me two numbers on the number chart that look alike?
|
Realia
|
.Observati on
2.Oral questions
|
|
| 4 | 1 |
NUMBERS
|
Countin g concrete object
|
By the end of the
lesson, the learner
should be able to:
count concrete objects 1-9 for development of numeracy skills and associating a group of objects with a number symbol demonstrate one to one correspondence while counting concrete objects enjoy counting concrete objects within their environment appreciate the use of one to one correspondence in real life situations |
Communicat ion and collaboration
|
Love Respect Unity Peace Patience
|
Learners demonstrate counting objects 1-9 objects for numbers 1-9 (body parts, colours of the national flag, different types of food, objects in the class) counting games involving counting objects 1-9 numerals with concrete objects for numbers 1-9 pairs, individually, learners count people or objects in their class up to 9. concrete objects from 1-20 using ICT devices. video games on counting. |
How many objects are these?
How many learners are in your group?
How many boys or girls are in your group?
|
Realia
|
.Observati on
2.Oral questions
|
|
| 4 | 2 |
NUMBERS
|
Countin g concrete object
|
By the end of the
lesson, the learner
should be able to:
count concrete objects 1-9 for development of numeracy skills and associating a group of objects with a number symbol demonstrate one to one correspondence while counting concrete objects enjoy counting concrete objects within their environment appreciate the use of one to one correspondence in real life situations |
Communicat ion and collaboration
|
Love Respect Unity Peace Patience
|
Learners demonstrate counting objects 1-9 objects for numbers 1-9 (body parts, colours of the national flag, different types of food, objects in the class) counting games involving counting objects 1-9 numerals with concrete objects for numbers 1-9 pairs, individually, learners count people or objects in their class up to 9. concrete objects from 1-20 using ICT devices. video games on counting. |
How many objects are these?
How many learners are in your group?
How many boys or girls are in your group?
|
Realia
|
.Observati on
2.Oral questions
|
|
| 4 | 3 |
NUMBERS
|
Countin g concrete object
|
By the end of the
lesson, the learner
should be able to:
count concrete objects 1-9 for development of numeracy skills and associating a group of objects with a number symbol demonstrate one to one correspondence while counting concrete objects enjoy counting concrete objects within their environment d) appreciate the use of one to one correspondence in real life situations |
Communicat ion and collaboration
|
Love Respect Unity Peace Patience
Responsibility
|
Learners demonstrate counting objects 1-9 objects for numbers 1-9 (body parts, colours of the national flag, different types of food, objects in the class) counting games involving counting objects 1-9 numerals with concrete objects for numbers 1-9 pairs, individually, learners count people or objects in their class up to 9. concrete objects from 1-20 using ICT devices. video games on counting. |
How many objects are these?
How many learners are in your group?
How many boys or girls are in your group?
|
Realia
|
.Observati on
2.Oral questions 3.written questions
|
|
| 4 | 4 |
NUMBERS
|
Countin g concrete objects
|
By the end of the
lesson, the learner
should be able to:
count concrete objects 1-3 for development of numeracy skills and associating a group of objects with a number symbol |
Critical thinking and problem solving
|
Honesty unity
|
Learners demonstrate counting objects 1-3
|
How many objects are these?
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 5 |
NUMBERS
|
Countin g concrete objects
|
By the end of the
lesson, the learner
should be able to:
count concrete objects 3-6 for development of numeracy skills and associating a group of objects with a number symbol |
Critical thinking and problem solving
|
Honesty unity
|
Learners demonstrate counting objects 3-6
|
How many objects are these?
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 1 |
NUMBERS
|
Countin g concrete objects
|
By the end of the
lesson, the learner
should be able to:
count concrete objects 6-9 for development of numeracy skills and associating a group of objects with a number symbol |
Critical thinking and problem solving
|
Honesty unity
|
Learners demonstrate counting objects 6-9 |
How many objects are these?
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 2 |
NUMBERS
|
Countin g concrete objects
|
By the end of the
lesson, the learner
should be able to:
demonstrate one to one correspondence while counting concrete objects |
Critical thinking and problem solving
|
Honesty unity
|
Learners play counting games involving counting objects 1-9
Learners match numerals with concrete objects for numbers 1-9 |
How many learners are in your group
|
Charts Realia
|
Observatio oral questions
|
|
| 5 | 3 |
NUMBERS
|
Countin g concrete objects
|
By the end of the
lesson, the learner
should be able to:
enjoy counting concrete objects within their environment |
Critical thinking and problem solving
|
Honesty unity
|
In groups or pairs, individually, learners count people or objects in their class up to 9.
|
How many learners are in your group
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 4 |
NUMBERS
|
Countin g concrete objects
|
By the end of the
lesson, the learner
should be able to:
appreciate the use of one to one correspondence in real life situations |
Critical thinking and problem solving
|
Honesty unity
|
In groups or pairs, individually, learners count people or objects in their class up to 9.
|
How many learners are in your group
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 5 |
NUMBERS
|
Number sequenci ng
|
By the end of the
lesson, the learner
should be able to:
identify number symbols 1-3 as indicated on number cards or charts for development of numeracy skills and for ordering numbers |
Critical thinking and problem solving
|
Honesty unity
|
Learners randomly pick number cut outs/number cards from a pile and identify the number
|
How many learners are in your group
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 1 |
NUMBERS
|
Number sequenci ng
|
By the end of the
lesson, the learner
should be able to:
identify number symbols 3-6 as indicated on number cards or charts for development of numeracy skills and for ordering numbers |
Critical thinking and problem solving
|
Honesty unity
|
Learners randomly pick number cut outs/number cards from a pile and identify the number
|
How many learners are in your group
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 2 |
NUMBERS
|
Number sequenci ng
|
By the end of the
lesson, the learner
should be able to:
identify number symbols 6-9 as indicated on number cards or charts for development of numeracy skills and for ordering numbers : |
Critical thinking and problem solving
|
Honesty unity
|
Learners randomly pick number cut outs/number cards from a pile and identify the number
|
How many learners are in your group
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 3 |
NUMBERS
|
Number sequenci ng
|
By the end of the
lesson, the learner
should be able to:
arrange number cards in sequence 1- 4 |
Critical thinking and problem solving
|
Honesty unity
|
Learners demonstrate arranging numbers in sequence 1-4
|
How many learners are in your group
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 4 |
NUMBERS
|
Number sequenci ng
|
By the end of the
lesson, the learner
should be able to:
arrange number cards in sequence 5- 9 |
Critical thinking and problem solving
|
Honesty unity
|
Learners demonstrate arranging numbers in sequence 5-9
|
How many learners are in your group
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 5 |
NUMBERS
|
Number sequenci ng
|
By the end of the
lesson, the learner
should be able to:
arrange number cards in sequence for completing sequence puzzles |
Critical thinking and problem solving
|
Honesty unity
|
A few learners demonstrate arranging numbers 1-9 in sequence
|
How many learners are in your group
|
Charts realia
|
Observatio oral questions
|
|
| 7 |
midterm |
||||||||||
| 8 | 1 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
identify different sides of objects in the environment |
Critical thinking and problem solving
|
Honesty unity
|
Guide learners to talk about different sides of objects in the environment
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 2 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
name different sides of objects in the environment |
Critical thinking and problem solving
|
Honesty unity
|
Guide learners to talk about different sides of objects in the environment
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 3 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
differentiate sides of objects |
Critical thinking and problem solving
|
Honesty unity
|
Guide learners to compare objects with different sides
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 4 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
play with objects with different sides |
Critical thinking and problem solving
|
Honesty unity
|
Few learners demonstrate comparison of objects with different sides
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 5 |
MEASUREMENT
|
Sides of objects
Sides of objects |
By the end of the
lesson, the learner
should be able to:
strand, the learner demonstrate comparison of objects with different sides enjoy measuring sides of objects using arbitrary units such as hand, feet etc. |
Critical thinking and problem solving
|
Honesty unity
|
Few learners demonstrate comparison of objects with different sides
In groups or pairs, individually, learners measure sides of objects using arbitrary units (hand, foot, sticks |
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 1 |
MEASUREMENT
|
Mass
|
By the end of the
lesson, the learner
should be able to:
lift different objects in their environment. |
Critical thinking and problem solving
|
Honesty unity
|
Demonstrate lifting objects of different mass. Few learners demonstrate lifting objects of different mass
|
What can you say about this object
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 2 |
MEASUREMENT
|
Mass
Mass |
By the end of the
lesson, the learner
should be able to:
compare heavy and light objects in the environment demonstrate lifting objects of different mass |
Critical thinking and problem solving
|
Honesty unity
|
Demonstrate lifting objects of different mass. Few learners demonstrate lifting objects of different mass
|
What can you say about this object
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 3 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
lift different objects in their environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrate lifting objects of different mass
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 9 | 4 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
lift different objects in their environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrate lifting objects of different mass
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 9 | 5 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
compare heavy and light objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups or pairs, individually, learners compare mass of different objects in their environment
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 1 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
compare heavy and light objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups or pairs, individually, learners compare mass of different objects in their environment
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 2 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
In groups or pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups or pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 3 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
In groups or pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups or pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 4 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
fill and empty different containers with water, seeds or sand |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners to demonstrate filling and emptying small and large containers using sand, water or seeds
|
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 5 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
fill and empty different containers with water, seeds or 5sand |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners to demonstrate filling and emptying small and large containers using sand, water or seeds
|
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 1 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
compare sizes of containers using water, sand or seeds |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrates comparing big and small containers by telling how many small ones can fill a big one and vice versa
|
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 2 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
compare sizes of containers using water, sand or seeds |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrates comparing big and small containers by telling how many small ones can fill a big one and vice versa
|
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 3 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
demonstrates comparing big and small containers by telling how many small ones can fill a big one and vice versa |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrates comparing big and small containers by telling how many small ones can fill a
big one and vice versa |
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 4 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
demonstrates comparing big and small containers by telling how many small ones can fill a big one and vice versa |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrates comparing big and small containers by telling how many small ones can fill a big one and vice versa
|
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 5 |
MEASUREMENT
|
Time (Daily routines
|
By the end of the
lesson, the learner
should be able to:
identify at least 3 daily routine activities they do before going to school |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Guide learners to Identify and talk about morning routine activities in appropriate order
|
What do you do when you wake up in the morning before you come to school?
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 1 |
MEASUREMENT
|
Time (Daily routines
Time (Daily routines |
By the end of the
lesson, the learner
should be able to:
identify at least 3 daily routine activities they do before going to school identify vocabulary related to time (today, yesterday, tomorrow |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Guide learners to Identify and talk about morning routine activities in appropriate order
Guide learners to talk about activities related to time (today, tomorrow, yesterday) |
What do you do when you wake up in the morning before you come to school?
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 2 |
MEASUREMENT
|
Time (Daily routines
|
By the end of the
lesson, the learner
should be able to:
identify vocabulary related to time (today, yesterday, tomorrow |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Guide learners to talk about activities related to time (today, tomorrow, yesterday)
|
What do you do when you wake up in the morning before you come to school?
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 3 |
MEASUREMENT
|
Time (Daily routines
|
By the end of the
lesson, the learner
should be able to:
identify vocabulary related to time (today, yesterday, tomorrow |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Guide learners to talk about activities related to time (today, tomorrow, yesterday)
|
What do you do when you wake up in the morning before you come to school?
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 4 |
MEASUREMENT
|
Time (Daily routines
Time (Daily routines |
By the end of the
lesson, the learner
should be able to:
demonstrate ability to manage their time well when doing activities demonstrate ability to manage their time well when doing activities |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups or pairs,learners arrange pictures with various daily routine activities in a logical order
In groups or pairs, learners arrange pictures with various daily routine activities in a logical order |
What do you do when you wake up in the morning before you come to school?
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 5 |
MEASUREMENT
|
Area (surface of objects
|
By the end of the
lesson, the learner
should be able to:
observe different surfaces of different objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners are guided to observe and identify different surfaces of objects in the environment
|
How many small pieces can cover this surface
|
Realia charts
|
Observation Oral questions
|
|
| 13 | 1 |
MEASUREMENT
|
Area (surface of objects
|
By the end of the
lesson, the learner
should be able to:
observe different surfaces of different objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners are guided to observe and identify different surfaces of objects in the environment
|
How many small pieces can cover this surface
|
Realia charts
|
Observation Oral questions
|
|
| 13 | 2 |
MEASUREMENT
|
Area (surface of objects
|
By the end of the
lesson, the learner
should be able to:
identify surfaces of different objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners identify different surfaces of objects in the environment
|
How many small pieces can cover this surface
|
Realia charts
|
Observation Oral questions
|
|
| 13 | 3 |
MEASUREMENT
|
Area (surface of objects
|
By the end of the
lesson, the learner
should be able to:
identify surfaces of different objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners identify different surfaces of objects in the environment
|
How many small pieces can cover this surface
|
Realia charts
|
Observation Oral questions
|
|
| 13 | 4 |
MEASUREMENT
|
Area (surface of objects
|
By the end of the
lesson, the learner
should be able to:
lesson, the learner cover the area of different surfaces of objects using smaller objects |
Critical thinking
Communication and collaboration
|
Unity
Peace huminity
|
Demonstrate covering surfaces
using small objects from the environment. Learners cover surfaces using small objects in the environment |
How many small
pieces can cover this surface
|
Realia
charts |
Observation
Oral questions
|
|
| 13 | 5 |
MEASUREMENT
|
Area (surface of objects
|
By the end of the
lesson, the learner
should be able to:
cover the area of different surfaces of objects using smaller objects |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Demonstrate covering surfaces using small objects from the environment.
Learners cover surfaces using small objects in the environment |
How many small pieces can cover this surface
|
Realia charts
|
Observation Oral questions
|
|
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