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| WK | LSN | STRAND | SUB-STRAND | LESSON_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 3 |
Numbers
|
Fraction; Fraction as part of a whole
|
By the end of the
lesson, the learner
should be able to:
Identify fraction as part of a whole. Represent a fraction with denominators not exceeding 12 as part of a whole using concrete objects in real life situations. Appreciate the use of fractions in real life. |
Learners are guided to identify fraction as part of a whole.
In pairs or individually, learners are guided to represent a fraction with denominators not exceeding 12 as part of a whole using cut outs, counters or clock face. |
When do use fraction in real life?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 4 |
Numbers
|
Fraction; Fraction as part of a group
|
By the end of the
lesson, the learner
should be able to:
Identify fraction as part of a group. Represent a fraction with denominators not exceeding 12 as part of a group using concrete objects. Appreciate fraction as part of a group. |
Learners are guided to identify fraction as part of a group.
In pairs or individually, learners are guided to represent a fraction with denominators not exceeding 12 as part of a group using cut outs, counters or clock face. |
How can you represent fraction?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 5 |
Numbers
|
Fraction; Writing numerators and denominators
|
By the end of the
lesson, the learner
should be able to:
Define numerator and denominator. Write numerator and denominator of fractions. Appreciate the importance of writing numerators and denominators. |
Learners are guided to define numerator and denominator.
Learners are guided to write numerator and denominator of fractions. In groups, learners are guided to discuss the top and bottom numbers in a fraction. |
What is a numerator?
What is a denominator?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 1 |
Numbers
|
Fraction; Types of fraction
|
By the end of the
lesson, the learner
should be able to:
Identify different types of fractions. Demonstrate possible fractions that can be made using whole numbers. Appreciate the use of fractions |
Learners are guided to identify different types of fractions.
Learners are guided to demonstrate possible fractions that can be made using whole numbers. |
What are the different types of fractions?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 2 |
Numbers
|
Fraction; Converting improper fractions to mixed fractions
|
By the end of the
lesson, the learner
should be able to:
Convert improper fractions to mixed fractions. Use IT device to learn more about fractions. Appreciate application of fractions in real life. |
Learners are guided to convert improper fractions to mixed fractions.
In groups, learners are guided to use IT device to learn more about fractions. |
How do you convert improper fractions to mixed fractions?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 3 |
Numbers
Algebra |
Fraction; Converting mixed fractions into improper fractions
Use Of Letter |
By the end of the
lesson, the learner
should be able to:
Convert mixed fractions into improper fractions. Play digital games involving fractions. Have fun and enjoy playing digital games involving fractions. represent the unknown in real life situations using letters, |
Learners are guided to convert mixed fractions into improper fractions.
In groups or in pairs, learners are guided to play digital games involving fractions. Learners in pairs/groups/individually to represent the unknown in real life situations using letters |
How do you convert mixed fractions into improper fractions?
|
KLB; Mathematics Learner
KLB Visionary Mathematics pg 165-166 Information from different sources |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 4 |
Algebra
|
Use Of Letter
|
By the end of the
lesson, the learner
should be able to:
represent the unknown in real life situations using letters, |
Learners in pairs/groups/individually to represent the unknown in real life situations using letters
|
How can you simplify algebraic expressions?
|
KLB Visionary Mathematics pg 165-166
Information from different sources |
Asking question
Drawing
questionnaires
|
|
| 2 | 5 |
Algebra
|
Use Of Letter
|
By the end of the
lesson, the learner
should be able to:
form algebraic expressions to represent real life situations |
Learners in pairs/groups/individually to form algebraic expressions to represent real life situations
|
How can you simplify algebraic expressions?
|
KLB Visionary Mathematics pg 165-166
Information from different sources |
Asking question
Drawing
questionnaires
|
|
| 3 | 1 |
Algebra
|
Use Of Letter
|
By the end of the
lesson, the learner
should be able to:
use IT devices for learning and enjoyment, |
Learners in pairs/groups/individually to play digital games involving algebraic expressions.
|
How can you simplify algebraic expressions?
|
KLB Visionary Mathematics pg 167-168
Information from different sources |
Asking question
Drawing
questionnaires
|
|
| 3 | 2 |
Algebra
|
Use Of Letter
|
By the end of the
lesson, the learner
should be able to:
appreciate the use of algebraic expressions |
Learners in pairs/groups/individually to play digital games involving algebraic expressions.
|
How can you simplify algebraic expressions?
|
KLB Visionary Mathematics pg 167-168
Information from different sources |
Asking question
Drawing
questionnaires
|
|
| 3 | 3 |
Measurement
|
Length
|
By the end of the
lesson, the learner
should be able to:
work out division involving metres and centimetres in real life situations. use IT devices for learning and enjoyment, appreciate use of metres and centimetres in measuring distance in real life. |
Learners in pairs/groups to work out multiplication involving metres and centimetres in real life situations.
Learners in pairs/groups to work out division involving metres and centimetres in real life situations. Learners in pairs/groups to play digital games involving length |
Why do we measure distance in real life
|
KLB Visionary Mathematics pg 78
Metre rule, 1metre sticks, tape measure |
Asking question
Drawing
questionnaires
|
|
| 3 | 4 |
Measurement
|
AREA
|
By the end of the
lesson, the learner
should be able to:
compare area of given surfaces by direct comparison, use IT devices for learning and enjoyment, appreciate use of rows and columns in calculating area of squares and rectangles in real life situations |
Learners in pairs/groups to compare area of two surfaces directly by placing one surface on the other
|
How can you work out area of different surfaces?
|
KLB Visionary Mathematics pg 91
Square cut outs, paper cut outs |
Asking question
Drawing
questionnaires
|
|
| 3 | 5 |
Measurement
|
AREA
|
By the end of the
lesson, the learner
should be able to:
calculate area of squares and rectangles by counting unit squares, use IT devices for learning and enjoyment, appreciate use of rows and columns in calculating area of squares and rectangles in real life situations |
Learners in pairs/groups to use different unit square cut outs to cover a given surface
|
How can you work out area of different surfaces?
|
KLB Visionary Mathematics pg 93-96
Square cut outs, paper cut outs |
Asking question
Drawing
questionnaires
|
|
| 4 | 1 |
Measurement
|
AREA
|
By the end of the
lesson, the learner
should be able to:
calculate area of squares and rectangles as a product of number of rows and columns, use IT devices for learning and enjoyment, appreciate use of rows and columns in calculating area of squares and rectangles in real life situations |
Learners in pairs/groups to count the number of unit square cut outs used to cover the surface.
Learners in pairs /groups to establish that area of a rectangle or a square is same as number of rows multiplied by number of columns. |
How can you work out area of different surfaces?
|
KLB Visionary Mathematics pg 97-99
Square cut outs, paper cut outs |
Asking question
Drawing
questionnaires
|
|
| 4 | 2 |
Measurement
|
AREA
|
By the end of the
lesson, the learner
should be able to:
calculate area of squares and rectangles as a product of number of rows and columns,use IT devices for learning and enjoyment, appreciate use of rows and columns in calculating area of squares and rectangles in real life situations |
Learners in pairs/groups to count the number of unit square cut outs used to cover the surface.
Learners in pairs /groups to establish that area of a rectangle or a square is same as number of rows multiplied by number of columns. |
How can you work out area of different surfaces?
|
KLB Visionary Mathematics pg 99-101
Square cut outs, paper cut outs |
Asking question
Drawing
questionnaires
|
|
| 4 | 3 |
Measurement
|
AREA
|
By the end of the
lesson, the learner
should be able to:
calculate area of squares and rectangles as a product of number of rows and columns, use IT devices for learning and enjoyment, appreciate use of rows and columns in calculating area of squares and rectangles in real life situations |
Learners in pairs/groups to work out area of squares and rectangles by multiplying number of rows by number of columns.
|
How can you work out area of different surfaces?
|
KLB Visionary Mathematics pg 99-101
Square cut outs, paper cut outs |
Asking question
Drawing
questionnaires
|
|
| 4 | 4 |
Measurement
|
MASS
MASS |
By the end of the
lesson, the learner
should be able to:
use a kilogram mass to measure masses of different objects practically, use IT devices for learning and enjoyment, appreciate measuring mass of different objects use a kilogram mass to measure masses of different objects practically,use IT devices for learning and enjoyment, |
Learners in pairs/groups to use one kilogram masses to measure masses of given objects using a beam balance, Learners in pairs/groups play digital games involving mass
|
How can you measure mass in kg?
|
KLB Visionary Mathematics pg 102-103
1kg mass, soil or sand, manual/electronic weighing machine, beam balance |
Asking question
Drawing
questionnaires
|
|
| 4 | 5 |
Measurement
|
MASS
|
By the end of the
lesson, the learner
should be able to:
use 1/2 kg masses to measure masses of different objects practically, use IT devices for learning and enjoyment, appreciate measuring mass of different objects |
Learners in pairs/groups make a 1/2 kg mass and use to measure masses of given objects using a beam balance.
|
How can you measure mass in kg?
|
KLB Visionary Mathematics pg 103-104
1kg mass, soil or sand, manual/electronic weighing machine, beam balance |
Asking question
Drawing
questionnaires
|
|
| 5 | 1 |
Measurement
|
MASS
|
By the end of the
lesson, the learner
should be able to:
use 1/4 kg masses to measure masses of different objects practically, use IT devices for learning and enjoyment, appreciate measuring mass of different objects |
Learners in pairs/groups make a 1/4 kg mass and use to measure masses of given objects using a beam balance.
|
How can you measure mass in kg?
|
KLB Visionary Mathematics pg 103-104
1kg mass, soil or sand, manual/electronic weighing machine, beam balance |
Asking question
Drawing
questionnaires
|
|
| 5 | 2 |
Measurement
|
MASS
|
By the end of the
lesson, the learner
should be able to:
add mass involving kilograms in real life situations, use IT devices for learning and enjoyment, appreciate measuring mass of different objects |
Learners in pairs/groups play digital games involving mass
|
How can you measure mass in kg?
|
KLB Visionary Mathematics pg 105-106
1kg mass, soil or sand, manual/electronic weighing machine, beam balance |
Asking question
Drawing
questionnaires
|
|
| 5 | 3 |
Measurement
|
MASS
|
By the end of the
lesson, the learner
should be able to:
subtract mass involving kilograms in real life situations, use IT devices for learning and enjoyment, appreciate measuring mass of different objects |
Learners in pairs/groups add mass involving kilograms (kg) in real life situations
Learners in pairs/groups subtract mass involving kilograms (kg) in real life situations, Learners in pairs/groups play digital games involving mass |
How can you measure mass in kg?
|
KLB Visionary Mathematics pg 105-106
1kg mass, soil or sand, manual/electronic weighing machine, beam balance |
Asking question
Drawing
questionnaires
|
|
| 5 | 4 |
Measurement
|
Volume
|
By the end of the
lesson, the learner
should be able to:
work out volume of cubes and cuboids in real life situations, use IT devices for learning and enjoyment, appreciate use of pilling method in working out volume in real life |
Learners in pairs/groups/individually to pile cubes.
Learners in pairs/groups/individually to count the piles of cubes to determine the volume. use IT devices for learning and enjoyment |
How can you work out volume of cubes and cuboids?
|
KLB Visionary Mathematics pg 107-110
Cubes, cuboids |
Asking question
Drawing
questionnaires
|
|
| 5 | 5 |
Measurement
|
Volume
|
By the end of the
lesson, the learner
should be able to:
work out volume of cubes and cuboids in real life situations, use IT devices for learning and enjoyment, appreciate use of pilling method in working out volume in real life |
Learners in pairs/groups to pile cuboids.
Learners in pairs/groups/individually to count the piles of cuboids to determine the volume, use IT devices for learning and enjoyment |
How can you work out volume of cubes and cuboids?
|
KLB Visionary Mathematics pg 107-110
Cubes, cuboids |
Asking question
Drawing
questionnaires
|
|
| 6 | 1 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
measure capacity in litres in real life situations , use IT device for learning and enjoyment, appreciate use of the litre as a unit of measuring capacity in real life situations |
Learners in pairs/groups to measure capacity of containers using a 1 litre container in real life situations. Learner in pairs/groups to play digital games involving capacity.
|
How can you measure capacity in real life situations?
|
KLB Visionary Mathematics pg 113-114
1 liter containers, containers of different sizes, water, sand ,soil |
Asking question
Drawing
questionnaires
|
|
| 6 | 2 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
measure capacity in litres in real life situations use, IT device for learning and enjoyment, appreciate use of the litre as a unit of measuring capacity in real life situations |
Learners in pairs/groups to measure capacity of containers using a 1 litre container in real life situations. Learner in pairs/groups to play digital games involving capacity.
|
How can you measure capacity in real life situations?
|
KLB Visionary Mathematics pg 113-114
1 liter containers, containers of different sizes, water, sand ,soil |
Asking question
Drawing
questionnaires
|
|
| 6 | 3 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
measure capacity in 1/2 liters in real life situation. use IT device for learning and enjoyment, appreciate use of the litre as a unit of measuring capacity in real life situations |
Learners in pairs/groups/individually to make 1/2 liter containers from locally available materials through filling and emptying containers containing substances such water or sand using a 1 litre container. Learner in pairs/groups to play digital games involving capacity.
|
How can you measure capacity in real life situations?
|
KLB Visionary Mathematics pg 115-116
1 liter containers, containers of different sizes, water, sand ,soil |
Asking question
Drawing
questionnaires
|
|
| 6 | 4 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
measure capacity in 1/4 liters in real life situation use IT device for learning and enjoyment, appreciate use of the litre as a unit of measuring capacity in real life situations |
Learners in pairs/groups/individually to make 1/2 liter containers from locally available materials through filling and emptying containers containing substances such water or sand using a 1 litre container.Learner in pairs/groups to play digital games involving capacity.
|
How can you measure capacity in real life situations?
|
KLB Visionary Mathematics pg 115-116
1 liter containers, containers of different sizes, water, sand ,soil |
Asking question
Drawing
questionnaires
|
|
| 6 | 5 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
Add and subtract capacity involving litres in real life situations, use IT device for learning and enjoyment, appreciate use of the litre as a unit of measuring capacity in real life situations |
Learners in pairs/groups/individually to make 1/2 and 1/4 liter containers from locally available materials through filling and emptying containers containing substances such water or sand using a 1 litre container.Learner in pairs/groups to play digital games involving capacity.
|
How can you measure capacity in real life situations?
|
KLB Visionary Mathematics pg 115-116
1 liter containers, containers of different sizes, water, sand ,soil |
Asking question
Drawing
questionnaires
|
|
| 7 | 1 |
Measurement
|
Capacity
TIME |
By the end of the
lesson, the learner
should be able to:
Add and subtract capacity involving litres in real life situations, use IT device for learning and enjoyment, appreciate use of the litre as a unit of measuring capacity in real life situations read and tell time in a.m. and p.m. in real life situations, use IT devices for learning and enjoyment, appreciate time in real life situations. |
.
Learners in pairs/groups to add capacity involving litres in real life situations, Learner in pairs/groups to play digital games involving capacity. Learners in pairs/groups to read and tell time in a.m. and p.m. using digital and analogue clocks in real life situations. |
How can you measure capacity in real life situations?
|
KLB Visionary Mathematics pg 117-118
1 liter containers, containers of different sizes, water, sand ,soil KLB Visionary Mathematics pg 119-121 Analogue and digital clocks, digital watches, am /pm chart |
Asking question
Drawing
questionnaires
|
|
| 7 | 2 |
Measurement
|
TIME
|
By the end of the
lesson, the learner
should be able to:
estimate time using a.m and p.m. in real life situations, use IT devices for learning and enjoyment, appreciate time in real life situations. |
Learners in pairs/groups to estimate time of the day using the shadow.
|
How can you tell time?
|
KLB Visionary Mathematics pg 119-121
Analogue and digital clocks, digital watches, am /pm chart |
Asking question
Drawing
questionnaires
|
|
| 7 | 3 |
Measurement
|
TIME
|
By the end of the
lesson, the learner
should be able to:
estimate time using a.m and p.m. in real life situations, use IT devices for learning and enjoyment, appreciate time in real life situations. |
Learners in pairs/groups to estimate time of the day using the shadow.
|
How can you tell time?
|
KLB Visionary Mathematics pg 119-121
Analogue and digital clocks, digital watches, am /pm chart |
Asking question
Drawing
questionnaires
|
|
| 7 | 4 |
Measurement
|
TIME
|
By the end of the
lesson, the learner
should be able to:
convert units of time in real life situations, use IT devices for learning and enjoyment, appreciate time in real life situations. |
Learners in pairs/groups to convert hours to minutes and minutes to hours in real life situations.
Learners in pairs/groups to convert hours to days and days to hours in real life situations |
How can you find out time taken to
do an activity?
|
KLB Visionary Mathematics pg 122-123
Analogue and digital clocks, digital watches, am /pm chart |
Asking question
Drawing
questionnaires
|
|
| 7 | 5 |
Measurement
|
TIME
|
By the end of the
lesson, the learner
should be able to:
convert units of time in real life situations, use IT devices for learning and enjoyment, appreciate time in real life situations. |
Learners in pairs/groups to convert hours to minutes and minutes to hours in real life situations.
Learners in pairs/groups to convert hours to days and days to hours in real life situations |
How can you find out time taken to
do an activity?
|
KLB Visionary Mathematics pg 122-123
Analogue and digital clocks, digital watches, am /pm chart |
Asking question
Drawing
questionnaires
|
|
| 8 |
Mid term break |
||||||||
| 9 | 1 |
Measurement
|
TIME
|
By the end of the
lesson, the learner
should be able to:
record time durations in hours and minutes in real life situations, use IT devices for learning and enjoyment, appreciate time in real life situations. |
Learners in pairs/groups to convert hours to minutes and minutes to hours in real life situations.
Learners in pairs/groups to convert hours to days and days to hours in real life situations, Learners in pairs/groups/individually to play digital games involving time. |
How can you find out time taken to
do an activity?
|
KLB Visionary Mathematics pg 122-123
Analogue and digital clocks, digital watches, am /pm chart |
Asking question
Drawing
questionnaires
|
|
| 9 | 2 |
Measurement
|
TIME
|
By the end of the
lesson, the learner
should be able to:
record time durations in hours and minutes in real life situations, use IT devices for learning and enjoyment, appreciate time in real life situations. |
Learners in pairs/groups to convert hours to minutes and minutes to hours in real life situations.
Learners in pairs/groups to convert hours to days and days to hours in real life situations, Learners in pairs/groups/individually to play digital games involving time. |
How can you find out time taken to
do an activity?
|
KLB Visionary Mathematics pg 122-123
Analogue and digital clocks, digital watches, am /pm chart |
Asking question
Drawing
questionnaires
|
|
| 9 | 3 |
Measurement
|
TIME
|
By the end of the
lesson, the learner
should be able to:
work out time duration in real life situations, use IT devices for learning and enjoyment, appreciate time in real life situations. |
Learners in pairs/groups to measure and record duration of events in hours and minutes using digital and analogue clocks.
Learners in pairs/groups to work out addition involving units of time in real life situations, Learners in pairs/groups/individually to play digital games involving time. |
How can you find out time taken to
do an activity?
|
KLB Visionary Mathematics pg 122-123
Analogue and digital clocks, digital watches, am /pm chart |
Asking question
Drawing
questionnaires
|
|
| 9 | 4 |
Measurement
|
TIME
|
By the end of the
lesson, the learner
should be able to:
work out time duration in real life situations, use IT devices for learning and enjoyment, appreciate time in real life situations. |
Learners in pairs/groups to measure and record duration of events in hours and minutes using digital and analogue clocks.
Learners in pairs/groups to work out addition involving units of time in real life situations, Learners in pairs/groups/individually to play digital games involving time. |
How can you find out time taken to
do an activity?
|
KLB Visionary Mathematics pg 122-125
Analogue and digital clocks, digital watches, am /pm chart |
Asking question
Drawing
questionnaires
|
|
| 9 | 5 |
Measurement
|
MONEY
|
By the end of the
lesson, the learner
should be able to:
convert shillings into cents and cents into shillings in different contexts, use IT devices for learning and enjoyment, appreciate the use of money in real life. |
Learners in pairs/groups/individually to convert shillings into cents and cents into shillings using real/ imitation money in different contexts,Learners in pairs/groups/ individually to play digital games involving money.
|
How can you save money?
|
KLB Visionary Mathematics pg 130-131
Real / imitation money, price list |
Asking question
Drawing
questionnaires
|
|
| 10 | 1 |
Measurement
|
MONEY
|
By the end of the
lesson, the learner
should be able to:
convert shillings into cents and cents into shillings in different contexts, use IT devices for learning and enjoyment, appreciate the use of money in real life. |
Learners in pairs/group to role play shopping activities involving giving change and balance using real/ imitation money, Learners in pairs/groups/ individually to play digital games involving money.
|
How can you save money?
|
KLB Visionary Mathematics pg 130-131
Real / imitation money, price list |
Asking question
Drawing
questionnaires
|
|
| 10 | 2 |
Measurement
|
MONEY
|
By the end of the
lesson, the learner
should be able to:
participate in shopping activities involving money practically, use IT devices for learning and enjoyment, appreciate the use of money in real life. |
Learners in pairs/groups to discuss and prioritize needs and wants, Learners in pairs/groups/ individually to play digital games involving money.
|
How can you save money?
|
KLB Visionary Mathematics pg 130-131
Real / imitation money, price list |
Asking question
Drawing
questionnaires
|
|
| 10 | 3 |
Measurement
|
MONEY
MONEY |
By the end of the
lesson, the learner
should be able to:
practice savings in real life, work out questions involving money in real life situations, use IT devices for learning and enjoyment, appreciate the use of money in real life. practice savings in real life, work out questions involving money in real life situations, use IT devices for learning and enjoyment, |
Learners in pairs/groups to discuss meaning of saving.
Learners in pairs/groups to discuss savings at home, Learners in pairs/groups/ individually to play digital games involving money. |
How can you save money?
|
KLB Visionary Mathematics pg 132-134
Real / imitation money, price list |
Asking question
Drawing
questionnaires
|
|
| 10 | 4 |
Geometry
|
Position And Direction
|
By the end of the
lesson, the learner
should be able to:
demonstrate a clockwise and an anti-clockwise turn in the environment,appreciate use of position and direction in real life situation |
Learners in groups/pairs/individually to demonstrate a clockwise turn, in pairs play digital games involving position and direction
|
How can you change your position?
|
KLB Visionary Mathematics pg 139-141
Representation of different angles |
Asking question
Drawing
questionnaires
|
|
| 10 | 5 |
Geometry
|
Position And Direction
|
By the end of the
lesson, the learner
should be able to:
demonstrate a clockwise and an anti-clockwise turn in the environment, appreciate use of position and direction in real life situation |
Learners in groups/pairs/individually to demonstrate a clockwise turn, in pairs play digital games involving position and direction
|
How can you change your position?
|
KLB Visionary Mathematics pg 139-141
Representation of different angles |
Asking question
Drawing
questionnaires
|
|
| 11 | 1 |
Geometry
|
Position And Direction
|
By the end of the
lesson, the learner
should be able to:
demonstrate a quarter turn, half turn and full turn in the environment, appreciate use of position and direction in real life situation |
Learners in groups/pairs/individually to demonstrate an anti-clockwise turn, in pairs play digital games involving position and direction
|
How can you change your position?
|
KLB Visionary Mathematics pg 139-141
of different angles |
Asking question
Drawing
questionnaires
|
|
| 11 | 2 |
Geometry
|
Position And Direction
|
By the end of the
lesson, the learner
should be able to:
demonstrate a quarter turn, half turn and full turn in the environment,appreciate use of position and direction in real life situation |
Learners in groups/pairs/individually to demonstrate an anti-clockwise turn, in pairs play digital games involving position and direction
|
How can you change your position?
|
KLB Visionary Mathematics pg 139-141
Representation of different angles |
Asking question
Drawing
questionnaires
|
|
| 11 | 3 |
Geometry
|
Position And Direction
|
By the end of the
lesson, the learner
should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation |
Learners in groups/pairs/ individually to demonstrate a quarter turn in both directions.
Learners in groups/pairs/individually to demonstrate a half turn, in pairs play digital games involving position and direction |
How can you change your position?
|
KLB Visionary Mathematics pg 141-144
Representation of different angles |
Asking question
Drawing
questionnaires
|
|
| 11 | 4 |
Geometry
|
Position And Direction
|
By the end of the
lesson, the learner
should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation |
Learners in groups/pairs/ individually to demonstrate a quarter turn in both directions.
Learners in groups/pairs/individually to demonstrate a half turn, in pairs play digital games involving position and direction |
How can you change your position?
|
KLB Visionary Mathematics pg 141-144
Representation of different angles |
Asking question
Drawing
questionnaires
|
|
| 11 | 5 |
Geometry
|
Position And Direction
|
By the end of the
lesson, the learner
should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation |
Learners in groups/pairs/individually to demonstrate a full turn, in pairs play digital games involving position and direction
|
How can you change your position?
|
KLB Visionary Mathematics pg 141-144
Representation of different angles |
Asking question
Drawing
questionnaires
|
|
| 12 | 1 |
Geometry
|
Position And Direction
|
By the end of the
lesson, the learner
should be able to:
demonstrate a quarter turn, half turn and full turn in the environment, appreciate use of position and direction in real life situation |
Learners in groups/pairs/individually to demonstrate an anti-clockwise turn, in pairs play digital games involving position and direction
|
How can you change your position?
|
KLB Visionary Mathematics pg 141-144
Representation of different angles |
Asking question
Drawing
questionnaires
|
|
| 12 | 2 |
Geometry
|
Position And Direction
|
By the end of the
lesson, the learner
should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation |
Learners in groups/pairs/ individually to demonstrate a quarter turn in both directions.
Learners in groups/pairs/individually to demonstrate a half turn, in pairs play digital games involving position and direction |
How can you change your position?
|
KLB Visionary Mathematics pg 145-147
Representation of different angles |
Asking question
Drawing
questionnaires
|
|
| 12 | 3 |
Geometry
|
Position And Direction
|
By the end of the
lesson, the learner
should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation |
Learners in groups/pairs/ individually to demonstrate a quarter turn in both directions.
Learners in groups/pairs/individually to demonstrate a half turn, in pairs play digital games involving position and direction |
How can you change your position?
|
KLB Visionary Mathematics pg 145-147
Representation of different angles |
Asking question
Drawing
questionnaires
|
|
| 12 | 4 |
Geometry
|
Position And Direction
Position And Direction |
By the end of the
lesson, the learner
should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation. |
Learners in groups/pairs/individually to demonstrate a full turn, in pairs play digital games involving position and direction
Learners in groups/pairs/individually to demonstrate a full turn, in pairs play digital games involving position and direction. |
How can you change your position?
|
KLB Visionary Mathematics pg 145-147
Representation of different angles |
Asking question
Drawing
questionnaires
|
|
| 12 | 5 |
Geometry
|
ANGLES
|
By the end of the
lesson, the learner
should be able to:
identify angles in the environment |
Learners in pairs/groups /individually to identify angles in the environment.
Learners in pairs/groups to identify right angles in the environment |
Where can you find angles in the environment?
|
KLB Visionary Mathematics pg 145-147
Representation of different angles |
Asking question
Drawing
questionnaires
|
|
| 13 | 1 |
Geometry
|
ANGLES
|
By the end of the
lesson, the learner
should be able to:
identify different types of angles in the environment, |
Learners in pairs/groups to identify right angles in the environment.
Learners in pairs/groups to identify acute angles in the environment |
Where can you find angles in the environment?
|
KLB Visionary Mathematics pg 145-147
Representation of different angles |
Asking question
Drawing
questionnaires
|
|
| 13 | 2 |
Geometry
|
ANGLES
|
By the end of the
lesson, the learner
should be able to:
identify different types of angles in the environment, |
Learners in pairs/groups to identify acute angles in the environment.
Learners in pairs/groups to identify obtuse angles in the environment |
Where can you find angles in the environment?
|
KLB Visionary Mathematics pg 145-147
Representation of different angles |
Asking question
Drawing
questionnaires
|
|
| 13 | 3 |
Geometry
|
ANGLES
|
By the end of the
lesson, the learner
should be able to:
compare angles practically |
Learners in pairs/groups to identify obtuse angles in the environment.
Learners in pairs/groups to identify reflex angles in the environment |
Where can you find angles in the environment?
|
KLB Visionary Mathematics pg 145-147
Representation of different angles |
Asking question
Drawing
questionnaires
|
|
| 13 | 4 |
Geometry
|
ANGLES
|
By the end of the
lesson, the learner
should be able to:
compare angles practically |
Learners in pairs/groups to identify obtuse angles in the environment.
Learners in pairs/groups to identify reflex angles in the environment |
Where can you find angles in the environment?
|
KLB Visionary Mathematics pg 145-147
Representation of different angles |
Asking question
Drawing
questionnaires
|
|
| 13 | 5 |
Geometry
|
ANGLES
|
By the end of the
lesson, the learner
should be able to:
use IT devices for learning and enjoyment, appreciate use of angles in real life situations. |
Learners in pairs/groups to compare angles using a right angle.
Learners in pairs/groups/individually to play digital games and learn more about angles |
Where can you find angles in the environment?
|
KLB Visionary Mathematics pg 145-147
Representation of different angles |
Asking question
Drawing
questionnaires
|
|
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