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| WK | LSN | STRAND | SUB-STRAND | LESSON_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1-2 |
Numbers
|
Division; Division as equal sharing and equal grouping
|
By the end of the
lesson, the learner
should be able to:
Divide up to a 2-digit number by a 1-digit number without remainder. Use IT devices to learn more about division as equal sharing and equal grouping. Appreciate the use of division in real life situation. |
In pairs or individually, learners are guided to divide up to a 2-digit number by a 1-digit number without remainder.
In groups, learners are guided to use IT devices to learn more about division as equal sharing and equal grouping. |
When do you use division in real life?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 3 |
Numbers
|
Division; Division with remainder involving multiplication factors
|
By the end of the
lesson, the learner
should be able to:
Identify division with remainder involving multiplication. Play digital games involving division with remainder. Have fun and enjoy working out division of numbers involving multiplication factors. |
In pairs or individually, learners are guided to identify division with remainder involving multiplication.
In groups, learners are guided to play digital games involving division with remainder. |
How do you work out division with remainder involving multiplication factors?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 4 |
Numbers
|
Division; Division of a 2-digit number by a 1-digit number with remainder
|
By the end of the
lesson, the learner
should be able to:
Divide a 2-digit number by a 1-digit number with remainder. Demonstrate division with remainder involving multiplication factors. Have fun and enjoy working out division of a 2-digit number by a 1-digit number with remainder. |
In pairs or individually, learners are guided to divide a 2-digit number by a 1-digit number with remainder.
Learners are guided to demonstrate division with remainder involving multiplication factors. |
How do you work out division of a 2-digit number by a 1-digit number with remainder?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 5 |
Numbers
|
Division; Division of a 2-digit number by a 1-digit number with remainder
|
By the end of the
lesson, the learner
should be able to:
Divide a 2-digit number by a 1-digit number with remainder. Demonstrate division with remainder involving multiplication factors. Have fun and enjoy working out division of a 2-digit number by a 1-digit number with remainder. |
In pairs or individually, learners are guided to divide a 2-digit number by a 1-digit number with remainder.
Learners are guided to demonstrate division with remainder involving multiplication factors. |
How do you work out division of a 2-digit number by a 1-digit number with remainder?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 1-2 |
Numbers
|
Division; The long form of division
|
By the end of the
lesson, the learner
should be able to:
Identify the long form of division. Use IT devices to learn more on long division. Appreciate the long form of division. |
In pairs or individually, learners are guided to identify the long form of division.
In groups, learners are guided to use IT devices to learn more on long division. |
What is the long form of division?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 3 |
Numbers
|
Division; Division using different methods
|
By the end of the
lesson, the learner
should be able to:
Identify different methods for working out division. Use IT devices to perform division of numbers. Appreciate the application of division of numbers in real life situation. |
In pairs or individually, learners are guided to identify different methods for working out division.
In groups, learners are guided to use IT devices to perform division of numbers. |
How can you estimate quotient?
What is the relationship between multiplication and division?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 4 |
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
|
|
| 3 | 5 |
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
|
|
| 4 | 1-2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
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
|
|
| 5 | 1-2 |
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
|
|
| 5 | 3 |
Numbers
|
Fraction; Converting mixed fractions into improper fractions
|
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. |
Learners are guided to convert mixed fractions into improper fractions.
In groups or in pairs, learners are guided to play digital games involving fractions. |
How do you convert mixed fractions into improper fractions?
|
KLB; Mathematics Learner
|
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
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
|
|
| 6 | 1-2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
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
|
|
| 7 | 1-2 |
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
|
|
| 7 | 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
|
|
| 7-8 |
Midterm break |
||||||||
| 8 | 2 |
Measurement
|
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 |
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
|
|
| 8 | 3 |
Measurement
|
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 |
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
|
|
| 8 | 4 |
Measurement
|
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 |
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
|
|
| 8 | 5 |
Measurement
|
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 |
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
|
|
| 9 | 1-2 |
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
|
|
| 9 | 3 |
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
|
|
| 9 | 4 |
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
|
|
| 9 | 5 |
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
|
|
| 10 | 1-2 |
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
|
|
| 10 | 3 |
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
|
|
| 10 | 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 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
|
|
| 10 | 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
|
|
| 11 | 1-2 |
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
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
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
|
|
| 11 | 5 |
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
|
|
| 12 | 1-2 |
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
|
|
| 12 | 3 |
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
|
|
| 12 | 4 |
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 to add capacity involving litres 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 117-118
1 liter containers, containers of different sizes, water, sand ,soil |
Asking question
Drawing
questionnaires
|
|
| 12 | 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 to add capacity involving litres 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 117-118
1 liter containers, containers of different sizes, water, sand ,soil |
Asking question
Drawing
questionnaires
|
|
Your Name Comes Here