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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
Mid term exams |
||||||||
| 2 | 1 |
Numbers
|
Whole Numbers - Place value and total value of digits
|
By the end of the
lesson, the learner
should be able to:
- Identify place value of digits up to tens of thousands - Use place value and total value of digits up to tens of thousands - Appreciate use of whole numbers in real life situations |
- In pairs/groups identify place value of numbers up to tens of thousands using place value apparatus
- In pairs/groups identify total values of digits up to ten thousand |
What do you consider when writing numbers in words?
|
- Let's Do Mathematics Learner's Book pg. 1
- Place value apparatus - Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 2 |
Numbers
|
Whole Numbers - Reading and writing numbers
|
By the end of the
lesson, the learner
should be able to:
- Read numbers up to 10,000 in symbols in real life situations - Write numbers up to 10,000 in symbols in real life situations - Appreciate use of whole numbers in real life situations |
- In groups read numbers up to 10,000 in symbols in real life situations
- Individually write numbers up to 10,000 in symbols |
Why do we determine the place value of a digit in a number?
|
- Let's Do Mathematics Learner's Book pg. 1
- Number charts - Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 3 |
Numbers
|
Whole Numbers - Reading and writing numbers in words
Whole Numbers - Ordering numbers |
By the end of the
lesson, the learner
should be able to:
- Read numbers up to 1,000 in words in day to day activities - Write numbers up to 1,000 in words in day to day activities - Show interest in reading and writing numbers in words |
- In groups/individually read and write numbers up to 1,000 in words from a number chart
- Practice reading and writing numbers in words |
What do you consider when writing numbers in words?
|
- Let's Do Mathematics Learner's Book pg. 1
- Number charts - Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 4 |
Numbers
|
Whole Numbers - Rounding off numbers
|
By the end of the
lesson, the learner
should be able to:
- Round off numbers up to 1,000 to the nearest ten in different situations - Apply rounding off in estimating quantities - Appreciate the use of rounding off in daily life |
- In pairs or groups or individually round off numbers up to 1,000 to the nearest ten and share with others
|
When do we use rounding off in real life?
|
- Let's Do Mathematics Learner's Book pg. 1
- Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 5 |
Numbers
|
Whole Numbers - Factors of numbers
|
By the end of the
lesson, the learner
should be able to:
- Identify factors of numbers up to 50 in different contexts - List all factors of a given number - Show interest in identifying factors of numbers |
- In groups identify factors/divisors of numbers up to 50 and share with others
|
What are factors of a number?
|
- Let's Do Mathematics Learner's Book pg. 1
- Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 1 |
Numbers
|
Whole Numbers - Multiples of numbers
|
By the end of the
lesson, the learner
should be able to:
- Identify multiples of numbers up to 100 in different situations - List multiples of a given number - Appreciate the relationship between factors and multiples |
- In groups identify multiples of numbers up to 100 and share with others
|
How do you find multiples of a number?
|
- Let's Do Mathematics Learner's Book pg. 1
- Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 2 |
Numbers
|
Whole Numbers - Even and odd numbers
|
By the end of the
lesson, the learner
should be able to:
- Use even and odd numbers up to 100 in different situations - Differentiate between even and odd numbers - Appreciate the application of even and odd numbers in daily life |
- In groups identify even and odd numbers up to 100 and share with others
|
How do we differentiate even and odd numbers?
|
- Let's Do Mathematics Learner's Book pg. 1
- Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 3 |
Numbers
|
Whole Numbers - Patterns with even and odd numbers
|
By the end of the
lesson, the learner
should be able to:
- Make patterns involving even and odd numbers in real life situations - Create number patterns using even and odd numbers - Demonstrate creativity in making patterns |
- In pairs use number cards to make patterns involving even and odd numbers
|
How do you make patterns using even and odd numbers?
|
- Let's Do Mathematics Learner's Book pg. 1
- Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 4 |
Numbers
|
Whole Numbers - Roman numerals
|
By the end of the
lesson, the learner
should be able to:
- Represent Hindu Arabic numerals using Roman numerals up to 'X' in different situations - Convert between Hindu Arabic and Roman numerals - Show interest in learning different number systems |
- In groups write Hindu Arabic numerals using Roman numerals up to 'X' using number charts
- In groups use digital devices to play digital games involving whole numbers |
Where do we use Roman numerals in real life?
|
- Let's Do Mathematics Learner's Book pg. 1
- Number charts - Digital devices |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 5 |
Numbers
|
Whole Numbers - Roman numerals
|
By the end of the
lesson, the learner
should be able to:
- Represent Hindu Arabic numerals using Roman numerals up to 'X' in different situations - Convert between Hindu Arabic and Roman numerals - Show interest in learning different number systems |
- In groups write Hindu Arabic numerals using Roman numerals up to 'X' using number charts
- In groups use digital devices to play digital games involving whole numbers |
Where do we use Roman numerals in real life?
|
- Let's Do Mathematics Learner's Book pg. 1
- Number charts - Digital devices |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 1 |
Numbers
|
Addition - Single regrouping
|
By the end of the
lesson, the learner
should be able to:
- Add up to two 4-digit numbers with single regrouping up to a sum of 10,000 in different situations - Apply addition skills in solving real-life problems - Show interest in addition operations |
- In groups add up to two 4-digit numbers with single regrouping up to a sum of 10,000 using number cards, charts or place value apparatus
|
When do you use addition in real life?
|
- Let's Do Mathematics Learner's Book pg. 20
- Number cards - Place value apparatus |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 2 |
Numbers
|
Addition - Double regrouping
|
By the end of the
lesson, the learner
should be able to:
- Add up to two 4-digit numbers with double regrouping up to a sum of 10,000 in real life situations - Solve addition problems involving double regrouping - Appreciate application of addition of numbers in real life situations |
- In groups add up to two 4-digit numbers with double regrouping up to a sum of 10,000 in real life situations
|
How do you add numbers with double regrouping?
|
- Let's Do Mathematics Learner's Book pg. 20
- Number cards - Place value charts |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 3 |
Numbers
|
Addition - Double regrouping
|
By the end of the
lesson, the learner
should be able to:
- Add up to two 4-digit numbers with double regrouping up to a sum of 10,000 in real life situations - Solve addition problems involving double regrouping - Appreciate application of addition of numbers in real life situations |
- In groups add up to two 4-digit numbers with double regrouping up to a sum of 10,000 in real life situations
|
How do you add numbers with double regrouping?
|
- Let's Do Mathematics Learner's Book pg. 20
- Number cards - Place value charts |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 4 |
Numbers
|
Addition - Estimating sums
|
By the end of the
lesson, the learner
should be able to:
- Estimate sum by rounding off numbers to the nearest ten in different situations - Use rounding off in estimating sums - Value estimation in practical situations |
- In groups discuss and estimate sum by rounding off numbers to the nearest ten in different situations
|
Why do we estimate sums in real life?
|
- Let's Do Mathematics Learner's Book pg. 20
- Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 5 |
Numbers
|
Addition - Estimating sums
|
By the end of the
lesson, the learner
should be able to:
- Estimate sum by rounding off numbers to the nearest ten in different situations - Use rounding off in estimating sums - Value estimation in practical situations |
- In groups discuss and estimate sum by rounding off numbers to the nearest ten in different situations
|
Why do we estimate sums in real life?
|
- Let's Do Mathematics Learner's Book pg. 20
- Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 1 |
Numbers
|
Addition - Creating patterns
|
By the end of the
lesson, the learner
should be able to:
- Create patterns involving addition up to a sum of 10,000 in real life situations - Generate number patterns using addition - Show creativity in making addition patterns |
- In pairs generate patterns involving addition of numbers up to a sum of 10,000
|
How do you make number patterns involving addition?
|
- Let's Do Mathematics Learner's Book pg. 20
- Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 2 |
Numbers
|
Addition - Creating patterns
|
By the end of the
lesson, the learner
should be able to:
- Create patterns involving addition up to a sum of 10,000 in real life situations - Generate number patterns using addition - Show creativity in making addition patterns |
- In pairs generate patterns involving addition of numbers up to a sum of 10,000
|
How do you make number patterns involving addition?
|
- Let's Do Mathematics Learner's Book pg. 20
- Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 3 |
Numbers
|
Addition - Application in real life
|
By the end of the
lesson, the learner
should be able to:
- Solve real-life problems involving addition - Apply addition skills in daily activities - Appreciate the use of addition in real life |
- In pairs/groups play digital games involving addition
- Solve word problems involving addition |
When do you use addition in real life?
|
- Let's Do Mathematics Learner's Book pg. 20
- Digital devices |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 4 |
Numbers
|
Subtraction - Without regrouping
|
By the end of the
lesson, the learner
should be able to:
- Subtract up to 4-digit numbers without regrouping in real life situations - Solve subtraction problems without regrouping - Show interest in subtraction operations |
- In groups subtract numbers up to 4-digit numbers without regrouping using place value apparatus prepared from locally available materials
|
When do you use subtraction in real life?
|
- Let's Do Mathematics Learner's Book pg. 30
- Place value apparatus |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 5 |
Numbers
|
Subtraction - Without regrouping
|
By the end of the
lesson, the learner
should be able to:
- Subtract up to 4-digit numbers without regrouping in real life situations - Solve subtraction problems without regrouping - Show interest in subtraction operations |
- In groups subtract numbers up to 4-digit numbers without regrouping using place value apparatus prepared from locally available materials
|
When do you use subtraction in real life?
|
- Let's Do Mathematics Learner's Book pg. 30
- Place value apparatus |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 1 |
Numbers
|
Subtraction - With regrouping
|
By the end of the
lesson, the learner
should be able to:
- Subtract up to 4-digit numbers with regrouping in real life situations - Solve subtraction problems with regrouping - Appreciate the use of regrouping in subtraction |
- In pairs subtract up to 4-digit numbers with regrouping using number cards
|
How do you subtract numbers with regrouping?
|
- Let's Do Mathematics Learner's Book pg. 30
- Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 2 |
Numbers
|
Subtraction - With regrouping
|
By the end of the
lesson, the learner
should be able to:
- Subtract up to 4-digit numbers with regrouping in real life situations - Solve subtraction problems with regrouping - Appreciate the use of regrouping in subtraction |
- In pairs subtract up to 4-digit numbers with regrouping using number cards
|
How do you subtract numbers with regrouping?
|
- Let's Do Mathematics Learner's Book pg. 30
- Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 3 |
Numbers
|
Subtraction - Estimating difference
|
By the end of the
lesson, the learner
should be able to:
- Estimate difference by rounding off numbers to the nearest ten in different contexts - Apply rounding off in estimating differences - Value estimation in practical situations |
- In groups approximate and work out difference by rounding off the numbers to the nearest ten in real life situations
|
How do you estimate the difference of given numbers?
|
- Let's Do Mathematics Learner's Book pg. 30
- Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 4 |
Numbers
|
Subtraction - Estimating difference
|
By the end of the
lesson, the learner
should be able to:
- Estimate difference by rounding off numbers to the nearest ten in different contexts - Apply rounding off in estimating differences - Value estimation in practical situations |
- In groups approximate and work out difference by rounding off the numbers to the nearest ten in real life situations
|
How do you estimate the difference of given numbers?
|
- Let's Do Mathematics Learner's Book pg. 30
- Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 5 |
Numbers
|
Subtraction - Creating patterns
|
By the end of the
lesson, the learner
should be able to:
- Create patterns involving subtraction from up to 10,000 - Generate number patterns using subtraction - Demonstrate creativity in making subtraction patterns |
- In groups generate patterns involving subtraction of numbers up to 10,000
|
How do you create patterns involving subtraction?
|
- Let's Do Mathematics Learner's Book pg. 30
- Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 1 |
Numbers
|
Subtraction - Application in real life
|
By the end of the
lesson, the learner
should be able to:
- Solve real-life problems involving subtraction - Apply subtraction skills in daily activities - Appreciate application of subtraction of numbers in real life situations |
- In pairs or groups play games involving subtraction using digital device or other resources
- Solve word problems involving subtraction |
When do you use subtraction in daily life?
|
- Let's Do Mathematics Learner's Book pg. 30
- Digital devices |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 2 |
Numbers
|
Subtraction - Application in real life
|
By the end of the
lesson, the learner
should be able to:
- Solve real-life problems involving subtraction - Apply subtraction skills in daily activities - Appreciate application of subtraction of numbers in real life situations |
- In pairs or groups play games involving subtraction using digital device or other resources
- Solve word problems involving subtraction |
When do you use subtraction in daily life?
|
- Let's Do Mathematics Learner's Book pg. 30
- Digital devices |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 3 |
Numbers
|
Multiplication - By multiples of 10
|
By the end of the
lesson, the learner
should be able to:
- Multiply up to a two-digit number by multiples of 10 in different situations - Apply multiplication by multiples of 10 - Show interest in multiplication operations |
- In pairs multiply 2-digit number by multiples of 10 using number cards
|
When do you use multiplication in real life?
|
- Let's Do Mathematics Learner's Book pg. 38
- Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 4 |
Numbers
|
Multiplication - By multiples of 10
|
By the end of the
lesson, the learner
should be able to:
- Multiply up to a two-digit number by multiples of 10 in different situations - Apply multiplication by multiples of 10 - Show interest in multiplication operations |
- In pairs multiply 2-digit number by multiples of 10 using number cards
|
When do you use multiplication in real life?
|
- Let's Do Mathematics Learner's Book pg. 38
- Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 5 |
Numbers
|
Multiplication - Without regrouping
|
By the end of the
lesson, the learner
should be able to:
- Multiply up to a two-digit number by two-digit number without regrouping - Solve multiplication problems without regrouping - Value multiplication operations in daily life |
- In pairs or groups multiply up to a two-digit number by two-digit number without regrouping using counters
|
How do you multiply numbers without regrouping?
|
- Let's Do Mathematics Learner's Book pg. 38
- Counters |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 1 |
Numbers
|
Multiplication - With regrouping
|
By the end of the
lesson, the learner
should be able to:
- Multiply up to a two-digit number by two-digit number with regrouping - Solve multiplication problems with regrouping - Appreciate the use of multiplication in solving problems |
- In pairs or groups multiply up to a two-digit number by two-digit number with regrouping and prepare a corresponding multiplication chart
|
What is the importance of regrouping in multiplication?
|
- Let's Do Mathematics Learner's Book pg. 38
- Counters |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 2 |
Numbers
|
Multiplication - With regrouping
|
By the end of the
lesson, the learner
should be able to:
- Multiply up to a two-digit number by two-digit number with regrouping - Solve multiplication problems with regrouping - Appreciate the use of multiplication in solving problems |
- In pairs or groups multiply up to a two-digit number by two-digit number with regrouping and prepare a corresponding multiplication chart
|
What is the importance of regrouping in multiplication?
|
- Let's Do Mathematics Learner's Book pg. 38
- Counters |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 3 |
Numbers
|
Multiplication - Estimating products
|
By the end of the
lesson, the learner
should be able to:
- Estimate products by rounding off numbers to the nearest 10 (product not exceeding 1,000) - Apply rounding off in estimating products - Value estimation in practical situations |
- In groups estimate and work out product by rounding off numbers to the nearest ten with product not exceeding 1,000
|
How do you estimate products?
|
- Let's Do Mathematics Learner's Book pg. 38
- Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 4 |
Numbers
|
Multiplication - Estimating products
|
By the end of the
lesson, the learner
should be able to:
- Estimate products by rounding off numbers to the nearest 10 (product not exceeding 1,000) - Apply rounding off in estimating products - Value estimation in practical situations |
- In groups estimate and work out product by rounding off numbers to the nearest ten with product not exceeding 1,000
|
How do you estimate products?
|
- Let's Do Mathematics Learner's Book pg. 38
- Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 5 |
Numbers
|
Multiplication - Creating patterns
|
By the end of the
lesson, the learner
should be able to:
- Create patterns involving multiplication (product not exceeding 100) - Generate number patterns using multiplication - Demonstrate creativity in making multiplication patterns |
- In groups generate patterns involving multiplication with products not exceeding 100 and prepare multiplication charts using locally available materials
|
How do you create patterns involving multiplication?
|
- Let's Do Mathematics Learner's Book pg. 38
- Locally available materials |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 1 |
Numbers
|
Division - Without remainder
|
By the end of the
lesson, the learner
should be able to:
- Divide up to a two-digit number by a one-digit number without remainder - Solve division problems without remainder - Show interest in division operations |
- In pairs and groups discuss and carry out division of up to a two-digit number by a one-digit number without remainder using number cards
|
When do you use division in real life?
|
- Let's Do Mathematics Learner's Book pg. 46
- Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 2 |
Numbers
|
Division - Without remainder
|
By the end of the
lesson, the learner
should be able to:
- Divide up to a two-digit number by a one-digit number without remainder - Solve division problems without remainder - Show interest in division operations |
- In pairs and groups discuss and carry out division of up to a two-digit number by a one-digit number without remainder using number cards
|
When do you use division in real life?
|
- Let's Do Mathematics Learner's Book pg. 46
- Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 3 |
Numbers
|
Division - Without remainder
|
By the end of the
lesson, the learner
should be able to:
- Divide up to a two-digit number by a one-digit number without remainder - Solve division problems without remainder - Show interest in division operations |
- In pairs and groups discuss and carry out division of up to a two-digit number by a one-digit number without remainder using number cards
|
When do you use division in real life?
|
- Let's Do Mathematics Learner's Book pg. 46
- Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 4 |
Numbers
|
Division - With remainder
|
By the end of the
lesson, the learner
should be able to:
- Divide up to a two-digit number by a one-digit number with remainder - Solve division problems with remainder - Appreciate the use of division in problem-solving |
- In groups carry out division up to a two-digit number by a one-digit number with remainder and prepare division charts
|
What happens when a number doesn't divide evenly?
|
- Let's Do Mathematics Learner's Book pg. 46
- Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 5 |
Numbers
|
Division - Relationship with multiplication
|
By the end of the
lesson, the learner
should be able to:
- Relate multiplication of numbers to division of same numbers in different situations - Establish connection between multiplication and division - Value the relationship between operations |
- In groups carry out division and multiplication of same numbers to establish relationship between multiplication and division
- Discuss and share their results with other groups |
How are multiplication and division related?
|
- Let's Do Mathematics Learner's Book pg. 46
- Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 1 |
Numbers
|
Division - Using digital resources
|
By the end of the
lesson, the learner
should be able to:
- Use digital resources to learn division of numbers - Apply technology in learning mathematics - Show interest in using digital tools |
- In pairs play games involving division using digital devices
|
How can digital devices help us learn division?
|
- Let's Do Mathematics Learner's Book pg. 46
- Digital devices |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 2 |
Numbers
|
Division - Using digital resources
|
By the end of the
lesson, the learner
should be able to:
- Use digital resources to learn division of numbers - Apply technology in learning mathematics - Show interest in using digital tools |
- In pairs play games involving division using digital devices
|
How can digital devices help us learn division?
|
- Let's Do Mathematics Learner's Book pg. 46
- Digital devices |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 3 |
Numbers
|
Division - Using digital resources
|
By the end of the
lesson, the learner
should be able to:
- Use digital resources to learn division of numbers - Apply technology in learning mathematics - Show interest in using digital tools |
- In pairs play games involving division using digital devices
|
How can digital devices help us learn division?
|
- Let's Do Mathematics Learner's Book pg. 46
- Digital devices |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 4 |
Numbers
|
Division - Application in real life
|
By the end of the
lesson, the learner
should be able to:
- Solve real-life problems involving division - Apply division in practical situations - Appreciate the use of division in day to day life |
- Solve word problems involving division
- Create real-life situations requiring division |
How is division used in everyday situations?
|
- Let's Do Mathematics Learner's Book pg. 46
- Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 5 |
Numbers
|
Division - Application in real life
|
By the end of the
lesson, the learner
should be able to:
- Solve real-life problems involving division - Apply division in practical situations - Appreciate the use of division in day to day life |
- Solve word problems involving division
- Create real-life situations requiring division |
How is division used in everyday situations?
|
- Let's Do Mathematics Learner's Book pg. 46
- Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 1 |
Numbers
|
Fractions - Numerator and denominator
|
By the end of the
lesson, the learner
should be able to:
- Identify the numerator and denominator in a fraction in different situations - Explain the meaning of numerator and denominator - Show interest in learning about fractions |
- Discuss in groups the top (numerator) and bottom (denominator) numbers in a fraction and share with others
|
When do you use fractions in real life?
|
- Let's Do Mathematics Learner's Book pg. 53
- Fraction charts |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 2 |
Numbers
|
Fractions - Representation
|
By the end of the
lesson, the learner
should be able to:
- Represent a fraction with denominators not exceeding 12 as part of a whole - Illustrate fractions as part of a whole - Appreciate fractions as parts of a whole |
- Illustrate in pairs/groups fractions as part of a whole using cut outs, counters or clock face
|
How can you represent fractions?
|
- Let's Do Mathematics Learner's Book pg. 53
- Cut outs - Counters - Clock face |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 3 |
Numbers
|
Fractions - Representation
|
By the end of the
lesson, the learner
should be able to:
- Represent a fraction with denominators not exceeding 12 as part of a whole - Illustrate fractions as part of a whole - Appreciate fractions as parts of a whole |
- Illustrate in pairs/groups fractions as part of a whole using cut outs, counters or clock face
|
How can you represent fractions?
|
- Let's Do Mathematics Learner's Book pg. 53
- Cut outs - Counters - Clock face |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 4 |
Numbers
|
Fractions - Representation as part of a group
|
By the end of the
lesson, the learner
should be able to:
- Represent a fraction with denominators not exceeding 12 as part of a group - Illustrate fractions as part of a group - Show interest in different fraction representations |
- Illustrate in pairs/groups fractions as part of a group using cut outs or counters
|
What is the difference between fractions as part of a whole and part of a group?
|
- Let's Do Mathematics Learner's Book pg. 53
- Cut outs - Counters |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 5 |
Numbers
|
Fractions - Representation as part of a group
|
By the end of the
lesson, the learner
should be able to:
- Represent a fraction with denominators not exceeding 12 as part of a group - Illustrate fractions as part of a group - Show interest in different fraction representations |
- Illustrate in pairs/groups fractions as part of a group using cut outs or counters
|
What is the difference between fractions as part of a whole and part of a group?
|
- Let's Do Mathematics Learner's Book pg. 53
- Cut outs - Counters |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 1 |
Numbers
|
Fractions - Types of fractions
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of fractions in real life situations - Distinguish between proper, improper and mixed fractions - Value the use of different fraction types |
- Work out in groups proper, improper and mixed fractions as part of a whole or as part of a group using paper cut outs or counters
|
How do proper, improper and mixed fractions differ?
|
- Let's Do Mathematics Learner's Book pg. 53
- Paper cut outs - Counters |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 2 |
Numbers
|
Fractions - Types of fractions
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of fractions in real life situations - Distinguish between proper, improper and mixed fractions - Value the use of different fraction types |
- Work out in groups proper, improper and mixed fractions as part of a whole or as part of a group using paper cut outs or counters
|
How do proper, improper and mixed fractions differ?
|
- Let's Do Mathematics Learner's Book pg. 53
- Paper cut outs - Counters |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 3 |
Numbers
|
Fractions - Conversion of fractions
|
By the end of the
lesson, the learner
should be able to:
- Convert improper fractions to mixed fractions in different situations - Convert mixed fractions to improper fractions in different contexts - Appreciate the relationship between improper and mixed fractions |
- Discuss in groups changing of improper fractions to mixed fractions
- Discuss in groups changing of mixed fractions to improper fractions |
Why do we convert between improper and mixed fractions?
|
- Let's Do Mathematics Learner's Book pg. 53
- Fraction models |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 4 |
Numbers
|
Fractions - Using digital resources
|
By the end of the
lesson, the learner
should be able to:
- Use digital devices and other resources for learning more on fractions - Apply technology in learning mathematics - Show interest in using digital tools |
- Individually play digital games involving fractions
|
How can digital devices help us learn about fractions?
|
- Let's Do Mathematics Learner's Book pg. 53
- Digital devices |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 5 |
Numbers
|
Fractions - Using digital resources
|
By the end of the
lesson, the learner
should be able to:
- Use digital devices and other resources for learning more on fractions - Apply technology in learning mathematics - Show interest in using digital tools |
- Individually play digital games involving fractions
|
How can digital devices help us learn about fractions?
|
- Let's Do Mathematics Learner's Book pg. 53
- Digital devices |
- Observation
- Oral questions
- Written exercises
|
|
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