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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
Opener exam |
||||||||
| 2 | 1 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to: make patterns using real objects |
Learners in pairs/small groups to identify patterns from any given source
Learners in pairs/groups to make patterns using real objects |
How do you make patterns? How do you identify patterns?
|
Text books
Roof patterns Wall patterns JKF Primary Mathematics Learner Chalkboard Sticks Stones Chart |
Observing learners making patterns
Exercise on patterns in groups
|
|
| 2 | 2 |
Numbers
|
Number
concept
|
By the end of the
lesson, the learner
should be able to:
able to represent numbers 1-30 using concrete objects" |
"Learners to
represent concrete" objects as well as their body parts |
How many?
|
" Chairs tables
Fingers" JKF Primary Mathematics Learner |
"Observe learners
count concrete"
objects
|
|
| 2 | 3 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to: demonstrate through counting that a group in all situations has only one count |
Learners to demonstrate that any given group has only one count
|
How do you count this?
|
Text books
Chalkboard Body parts Chairs Classes JKF Primary Mathematics Learner |
Observe learners count objects of different groups In class exercise
|
|
| 2 | 4 |
Numbers
|
Number concept
Whole numbers |
By the end of the
lesson, the learner
should be able to:
able to appreciate the use of sorting and grouping items in day to day activities |
Learners in pairs/groups to collect and sort litter in the environment and put in various groups according to an attribute of their choice and give reasons for
grouping |
How do we sort objects in our environment?
|
School compound
JKF Primary Mathematics Learner "Boys/girls Different objects in class Chalk board JKF Primary Mathematics" "Learner |
Observing learners collecting and sorting litter in the school compound
|
|
| 2 | 5 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to count numbers 3 |
Learners in pairs/groups to count by 1
|
How can we count in 3
|
Objects in class room
Chart models JKF Primary Mathematics Learner |
Observing learners counting objects
|
|
| 3 | 1 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to count numbers 5 |
Learners to take turns in counting by 5
|
Is it possible to count in 5
|
Body parts in counting
Chalkboard Charts JKF Primary Mathematics Learner |
Observe learners counting body parts and other objects
In class exercise
|
|
| 3 | 2 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to count numbers and backward from 100 in 10 |
Learners to take turns in counting to 100
Learners to count backwards from 100 to 1 |
How many ways can we count backwards from 100?
|
Textbooks
Chalkboard Charts JKF Primary Mathematics Learner "Skipping ropes books JKF Primary" "Mathematics Learner |
Oral questions
|
|
| 3 | 3 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to count any concrete object that ranges from 1 to 100 |
Learners in pairs or small groups to count trees, classes and other concrete objects found outside the class room and inside the class
|
How many?
|
School compound
Classroom objects for counting JKF Primary Mathematics Learner |
Observing learners moving around and counting concrete objects in their groups
|
|
| 3 | 4 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to represent numbers 1-50 using concrete objects |
Learners to walk around and count any concrete object they can see within the school environment
|
How many do you see?
|
School compound
objects for counting JKF Primary Mathematics Learner |
Observe learners walking around and counting every concrete object they see
|
|
| 3 | 5 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to: identify place value of ones and tens |
"Learners to identify place value of ones and tens
Learners in pairs /groups to identify place values of the" given numbers by the teacher |
How do we identify place values?
|
"Chalk board
Charts text books JKF Primary Mathematics Learner Ages of learners Chalkboard JKF Primary Mathematics Learner |
Oral presentation of place value of ages
Writing exercise in class
|
|
| 4 | 1 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to read and write numbers 1-50 in symbols |
Learners to recite number 1-50 in symbols
|
How do we write number 1-50?
|
Chalk board
Charts JKF Primary Mathematics Learner |
Oral recitation of numbers from 1-50 in symbols
Writing exercise of numbers from 1- 50 in class
|
|
| 4 | 2 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to Write numbers 1-10 in words |
Learners to practice writing numbers 1-
10 in words |
How do we write in words?
|
Chalk board
Textbooks charts JKF Primary Mathematics Learner |
Writing exercise in class
Observe learners as they write numbers in words.
|
|
| 4 | 3 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to Write numbers 1-10 in words |
Learners to practice writing numbers 1-
10 in words |
How do we write in words?
|
Chalk board
Textbooks charts JKF Primary Mathematics Learner Exercise books charts |
Writing exercise in class
Observe learners as they write numbers in words.
|
|
| 4 | 4 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to identify missing numbers in number patterns up to 20 |
Learners to identify missing numbers in number patterns up to 20
|
How do we find missing numbers?
|
Textbooks
Chalk board JKF Primary Mathematics Learner |
Observing learners identifying missing numbers
In class exercise
|
|
| 4 | 5 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to identify missing numbers in number patterns up to 20 |
Learners in pairs
/groups to identify the next numbers in the given patterns |
What is the next number in the pattern?
|
Chalk board text books
JKF Primary Mathematics Learner |
Writing class exercise
|
|
| 5 | 1 |
Numbers
|
Whole numbers
Whole numbers |
By the end of the
lesson, the learner
should be able to:
able to identify missing numbers in number patterns up to 20 |
Learners in groups to find the missing numbers orally by asking each other Learners to identify missing numbers in number pattern up
to 20 |
How do you find the missing number?
|
Chalk board
Exercise books JKF Primary Mathematics Learner Books |
In class representation of group work
|
|
| 5 | 2 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
able to appreciate number patterns by creating and extending patterns during play activities |
Learners to role play a cashier in day today life activities such as a cashier counting 5- shilling coins
|
How can we get a missing number at a cashier place?
|
Shilling coins
JKF Primary Mathematics Learner |
Observing learners finding out the missing amounts at a cashier
|
|
| 5 | 3 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
leaner model addition as putting objects together |
Learners in pairs groups to put two groups of objects and count to the total
|
How can you add objects?
|
Class room objects for counting
JKF Primary Mathematics Learner |
Oral questions
Observing learners adding objects together
|
|
| 5 | 4 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
leaner model addition as putting objects together |
Learners to learners in groups /pairs to model addition using concrete objects
|
How many are they together?
|
Pens and books
Chalk board JKF Primary Mathematics Learner Text books Charts |
Oral questions
Observing learners putting together different objects
they have in class
|
|
| 5 | 5 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
able to model addition as putting objects together |
Learners to get out in groups /pairs to count the concrete objects outside the class and add them up
Learners to play games that involves adding numbers of scores together |
How many are they altogether?
|
Skipping ropes
balls Trees buildings people JKF Primary Mathematics Learner |
Observe learners moving and adding up objects
Oral counting and adding of numbers
|
|
| 6 | 1 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
able to: use |
Learners to practices writing the + and = in addition
|
How can you use
|
Chalkboard
Books Charts JKF Primary Mathematics Learner |
Writing exercise involving + and
= signs
|
|
| 6 | 2 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
able to: use |
Learners to use
|
How many?
|
Chalk board
Charts JKF Primary Mathematics Learner Books chalkboard |
In class writing exercise
|
|
| 6 | 3 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
able to: use |
Learners to add two single digit numbers by skipping on a number line
|
How do you add two singles numbers by skipping a number line?
|
Chalk board
JKF Primary Mathematics Learner |
Writing exercises
|
|
| 6 | 4 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
able to: use |
Learners to add two single digit numbers by skipping on a number line of numbers adding up to 10
|
What should be added next?
|
JKF Primary Mathematics Learner
|
Writing exercise
|
|
| 6 | 5 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
able to add 2-single digit numbers up to a sum of 10 |
Learners to ad 2- digit single numbers using the family of 10
|
How do we add a 1- digit number to another 1- digit number?
|
Chalkboard
JKF Primary Mathematics Learner Boys and girls for counting Objects within the class |
In-class exercises
|
|
| 7 | 1 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
add 2-single digit numbers up to a sum of 10 |
Learners to add 2- single digits by counting on
|
How many do we get?
|
Chalkboard
Charts JKF Primary Mathematics Learner |
Oral exercise [individual]
|
|
| 7 | 2 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
add 2-single digit numbers up to a sum of 10 |
Leaners in pairs
/groups to come up with single digits that can be added up to get 10 only |
How many single digits can be added up to get10?
|
Chalk board
JKF Primary Mathematics Learner |
|
|
| 7 | 3 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
able to: add 3-single digit" "numbers up to a sum of 10 in different contexts" |
Learners to add 3- single digit numbers by counting on
|
Which 3 digits do you think we can add to get 10or less
than 10?
|
"Chalk board
JKF Primary Mathematics Learner Exercise books Charts |
Writing exercises
|
|
| 7 | 4 |
NUMBERS
|
Number Concept
|
By the end of the
lesson, the learner
should be able to:
; Read number 1-20 Write number 1-20 Enjoy reading number 1-20 |
-Learners are guided to describe how to count number 1-20.
-In groups learners to count number 1-20. -Individually count and write number 1-20. |
How do you count your fingers?
|
Chart
Pictures Their fingers and toes. Tusome Mathematics Activities Grade 2 pg2. |
Observation.
Listening
Answering questions
Checklist
|
|
| 7 | 5 |
NUMBERS
|
Number Concept
|
By the end of the
lesson, the learner
should be able to:
; Read number 1-50. Write number 1-50. Appreciate reading number 1-50. |
-Learners are guided to read number 1-50
-In groups learners to read number 1-50. -Individually learners to write number 1-50. |
How do read number 1-50?
|
Chart
Pictures Pencil Exercise Book Tusome Mathematics Activities Grade 2 pg3 Counters Diiferent objects Tusome Mathematics Activities Grade 2 pg4-7. |
Observation.
Listening
Answering questions
Checklist
|
|
| 8 | 1 |
NUMBERS
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
; Describe how to count forward and backward by 2 from 1 to 19/19to1. Count forward and backward by 2 from 1 to 19/19to1. Confidently count backward and forward. |
-Learners are guided on how to count backward and forward by 2 from number 1 to 19 for example 1,3,5
|
How do you count forward?
|
Chart
Number cut outs Counters Exercise Book Moran Mathematics Activities Grade 2 pg8 |
Observation.
Listening
Answering questions
Checklist
|
|
| 8 | 2 |
NUMBERS
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
; Describe how to count forward and backward by 2 from 2 to50 and vice versa. Count forward and backward by 2 from 2 to50 and vice versa. Confidently count backward and forward. |
-Learners are guided on how to count backward and forward by 2 from number 2 to 50 for example 22,24 etc
-Individually and in groups count forward and backward by 2 from from number 2 to 50 for example 22,24 etc |
How do you count forward?
|
Chart
Number cut outs Counters Exercise Book Moran Mathematics Activities Grade 2 pg9 |
Observation.
Listening
Answering questions
Checklist
|
|
| 8 | 3 |
NUMBERS
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
; Identify place value up to tens. Work out place values of different numbers upto tens. Display ability to work out place value of certain numbers upto tens. |
Learners are guided on how to groups numbers in to place value for example 4tens5,ones.
-Learners in pairs / groups to discuss place value up to tens. -Individually learners to groups numbers into their appropriate place value. |
What is a place value?
|
Charts
Number cut outs. Sticks Tusome Mathematics Activities Grade 2 pg10 Number puzzles TusomeMathematics Activities Grade 2 pg 11-12 |
Observation.
Listening
Answering questions
Checklist
|
|
| 8 | 4 |
NUMBERS
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
; Read numbers in words Write numbers in words. Appreciate reading numbers in words. |
-Learners are guided to read different numbers in words.
-In groups read different numbers in words. -Individually write different numbers in words for example four,five,three etc. |
How do you write numbers in words?
|
Charts
Number cut outs. Sticks Tusome Mathematics Activities Grade 2 pg13 |
Observation.
Listening
Answering questions
Checklist
|
|
| 8 | 5 |
NUMBERS
|
Number patterns
|
By the end of the
lesson, the learner
should be able to:
; Describe how to ge the next number in the patterns. Demonstrate how to get the next number in the patterns. Enjoy completing the pattern. |
-Learners are guided to discuss how to get the next number in the pattern for example 1---3---5?
-In groups to complete the missing numbers in the sequence of the pattern for example 2 |
How do you get the missing number in the pattern?
|
Charts
Number cut outs. Number puzzles Tusome Mathematics Activities Grade 2 pg14-15 |
Observation.
Listening
Answering questions
Checklist
|
|
| 9 | 1 |
NUMBERS
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
; Identify a 1 /2 as part of a whole. Draw circles and divided them into halves. Display the ability torecognize half as a part of a whole. |
Learners are guided to make circular paper cut- outs.
-Learners in pairs to fold the circular paper cut |
What fraction do you get when you fold a circular paper cut- out into 2 equal parts?
|
Chart
Pictures Pieces of papers Video clip Tusome Mathematics Activities Grade 2 pg16 Number Charts Number cut outs Tusome Mathematics Activities Grade 2 pg17 |
Observation.
Listening
Answering questions
Checklist
|
|
| 9 | 2 |
NUMBERS
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
; Identify |
-Learners to describe how to write
|
How do we write half fractions
|
Number Charts
Different pictures of shapes divided into fractions, Tusome Mathematics Activities Grade 2 pg18 |
Observation.
Listening
Answering questions
Checklist
|
|
| 9 | 3 |
NUMBERS
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
; Identify different colours divided into fractions. Match the colour to form a whole. Enjoy matching colour to form a whole. 1 1 |
-Learners are guided to describe different colour divided into fractions.
-Individually and in groups learners to match the colour of halves to form a whole. |
H How do you match fractions?
|
ICT cevice
Paper cut outs with different colour. Tusome Mathematics Activities Grade 2 pg19 |
Observation.
Listening
Answering questions
Checklist
|
|
| 9 |
Midterm break |
||||||||
| 10 | 1 |
NUMBERS
|
Addition
|
By the end of the
lesson, the learner
should be able to:
; Describe how to do additions using numberline. Add different numbers using number lines. Apply the knowledge of numberline to do sums. |
-Learners are guided to count steps on numberline while doing counting.
-Individually and in groups learners to count steps on numberline while doing numberline. -Individually they do simple sums using numberline. |
How do we count steps?
|
Numberline chart
Counters Tusome Mathematics Activities Grade 2 pg20. Numberline Charts Number cut outs Tusome Mathematics Activities Grade 2 pg21 |
Observation.
Listening
Answering questions
Checklist
|
|
| 10 | 2 |
NUMBERS
|
Addition
|
By the end of the
lesson, the learner
should be able to:
; Describe how to add 2- digit number to a 1- digit number with regrouping with sum not exceeding 100 Add a 2- digit number to a 1- digit number with regrouping with sum not exceeding 100. Appreciate adding 2- digit number to a 1- digit number with regrouping |
-Learners are guided to observe demonstaration on how to add 2- digit number to a 1- digit number with regrouping with sum not exceeding 100.
-Individually and in groups learners to add a 2- digit number to a 1- digit number with regrouping with sum not exceeding 100. |
When do we regroup?
|
Number charts
Number cut outs Tusome Mathematics Activities Grade 2 pg222 |
Observation.
Listening
Answering questions
Checklist
|
|
| 10 | 3 |
NUMBERS
|
Addition
|
By the end of the
lesson, the learner
should be able to:
; Describe how to add3-single digit numbers vertically up to a sum of 20. Add 3-single digit numbers vertically up to a sum of 20. Enjoy adding 3-single digit numbers vertically up to a sum of 20. |
Learners are guided to observe demonstration on how to add add3-single digit numbers vertically up to a sum of 20.
-Individually and in groups to work out 3- single digit numbers vertically up to a sum of 20. |
How do you add 3-single digit numbers?
|
Counters
Number puzzles Tusome Mathematics Activities Grade 2 pg23 |
Observation.
Listening
Answering questions
Checklist
|
|
| 10 | 4 |
NUMBERS
|
Addition
|
By the end of the
lesson, the learner
should be able to:
; Describe how to arrange sums into ones and tens. Add sums of ones and tens horizontally. Display the ability to add sums horizontally |
-Learners are guided to describe how to arrange sums into ones and tens.
-Individually and in groups learners to add sums of ones and tens. |
How do you organize sums into ones and tens?
|
Number Charts
Number cut outs Tusome Mathematics Activities Grade 2 pg24 Tusome Mathematics Activities Grade 2 pg25 |
Observation.
Listening
Answering questions
Checklist
|
|
| 10 | 5 |
NUMBERS
|
Number patterns
|
By the end of the
lesson, the learner
should be able to:
; Illustrate how to find the next number in a pattern. Find the next number in the pattern. Use numbers in our daily routine. |
-Learners are guided on how fill in the next number in a pattern.
-Individually and in groups learners to find the next number in the pattern for example 10,11,13,16- |
How do we fill in the number puzzles.
|
Number Charts
Number puzzles Number cut outs JKF Mathematics Activities Grade 2 pg17 |
Observation.
Listening
Answering questions
Checklist
|
|
| 11 | 1 |
NUMBERS
|
Subtraction
|
By the end of the
lesson, the learner
should be able to:
; Describe how to subtract counting steps backwards. Subtract by counting steps backwards. Appreciate subtracting by counting steps backwards |
-Learners are guided to illustrate and describe how to subtract by counting steps backwards.
-Individually and in groups learners to subtract by counting backwards for example 7-4 you count 7 steps backwards. |
How do you count steps backwards?
|
Number lines
Counters Number cut outs Tusome Mathematics Activities Grade 2 pg27 |
Observation.
Listening
Answering questions
Checklist
|
|
| 11 | 2 |
NUMBERS
|
Subtraction
|
By the end of the
lesson, the learner
should be able to:
|
-Learners are guided to illustrate and describe how to subtract by counting steps backwards.
-Individually and in groups learners to subtract by counting backwards for example 7-4 you count 7 steps backwards. |
How do you subtract backwards?
|
Number lines
Counters Number cut outs Tusome Mathematics Activities Grade 2 pg28 Number lines Tusome Mathematics Activities Grade 2 pg29. |
Observation.
Listening
Answering questions
Checklist
Self assessment
|
|
| 11 | 3 |
NUMBERS
|
Subtraction
|
By the end of the
lesson, the learner
should be able to:
; Explain how to subtract ones and tens. Subtract ones and tens. Display the ability to subtract ones and tens. |
-Learners to explain how to arrange sums into ones and tens.
-Individually and in groups learners to subtract ones and tens |
How do you subtract one and tens?
|
Counters
Number puzzles Number cut outs Tusome Mathematics Activities Grade 2 pg30 |
Observation.
Listening
Answering questions
Checklist
|
|
| 11 | 4 |
NUMBERS
|
Subtraction and addition
|
By the end of the
lesson, the learner
should be able to:
; Describe how to subtract and do sum addition. Add and do sum addition. Appreciate doing subtraction and addition sums. |
-Learners are guided to describe how to subtract and do simple addition.
-Individually and in groups learners to add and do sum addition. |
How do you add and subtract sum?
|
Counters
Number puzzles Number cut outs Tusome Mathematics Activities Grade 2 pg31. |
Observation.
Listening
Answering questions
Checklist
|
|
| 11 | 5 |
NUMBERS
|
Subtract
Subtraction |
By the end of the
lesson, the learner
should be able to:
; Describe how identify missing numbers through subtraction. Fill in missing number through subtraction. Apply subtraction in our daily lives. |
-Learners are guided to describe and discuss how to identify missing numbers through subtraction.
-Individually and in groups learners to fill in missing number through subtraction. |
How do you find missing number?
|
Charts
Counters Numbers cut outs Tusome Mathematics Activities Grade 2 pg32-33. Charts Number puzzles TusomeMathematics Activities Grade 2 pg33 |
Observation.
Listening
Answering questions
Checklist
|
|
| 12 | 1 |
NUMBERS
|
Number pattern
|
By the end of the
lesson, the learner
should be able to:
; Identify how to find missing numbers in the pattern. Write the missing numbers in the pattern. Display the ability to complete the pattern. |
-Learners are guided to discuss and describe how to find missing numbers in pattern for example 16,15,14
|
Which is the missing number?
|
Charts
Number puzzles Number cut outs Tusome Mathematics Activities Grade 2 pg 34 |
Observation.
Listening
Answering questions
Checklist
|
|
| 12 | 2 |
NUMBERS
|
Multiplication
|
By the end of the
lesson, the learner
should be able to:
; Describe how to do multiplication as repeated addition. Solve multiplication as repeated addition. Appreciate doing multiplication as repeated addition. |
-Learners are guided to demonstrate how to do multiplication as repeated addition for example 1+1=2 (2times 1=2
-In groups do simple multiplication using repeated addition. -Individually learners to do multiplication as repeated addition for example 3+3=6(3times 2=6) |
How do you do repeated addition?
|
Charts
Counters Number cut outs Tusome Mathematics Activities Grade 2 pg35-37. |
Observation.
Listening
Answering questions
Checklist
|
|
| 12 | 3 |
NUMBERS
|
Multiplication
|
By the end of the
lesson, the learner
should be able to:
; Identify how to do simple multiplication form as repeated addition. Do multiplication as repeated addition. Appreciate doing multiplication as repeated addition. |
Learners are guided to demonstrate how to do multiplication as repeated addition for example 1+1=2 (2times 1=2
-In groups do simple multiplication using repeated addition. In groups do simple multiplication using repeated addition. -Individually learners to do multiplication as repeated addition for example 3+3=6(3times 2=6) |
What is repeated addition?
|
Charts
Number puzzles Counters Tusome Mathematics Activities Grade 2 pg38-41. Pencils Shape cut outs TusomeMathematics Activities Grade 2 pg42-45 |
Observation.
Listening
Answering questions
Checklist
|
|
| 12 | 4 |
MEASUREMENT
|
LENGHT
|
By the end of the
lesson, the learner
should be able to:
|
-Learners are guided to discuss and explain how to do arbitrary measurements.
-Individually and in groups learners to practice how to do arbitrary measurements. |
How do we do arbitrary measurement?
|
Shape puzzles
Pencils Length of different objects Tusome Mathematics Activities Grade 2 pg46-47. |
Observation.
Listening
Answering questions
Checklist
|
|
| 12 | 5 |
MEASUREMENT
|
Mass
|
By the end of the
lesson, the learner
should be able to:
; Describe how to measure mass of different objects. Measure the mass of different objects. Appreciate measuring mass of different objects. |
-Learners are guided to describe,measure and compare mass of different objects.
-Individually and in groups learners to measure mass of different objects. |
How do we measure mass of different objects?
|
Number puzzles
Different objects with different mass Pencils Tusome Mathematics Activities Grade 2 pg48-49 |
Observation.
Listening
Answering questions
Checklist
|
|
| 13 | 1 |
MEASUREMENT
|
Capacity
Time |
By the end of the
lesson, the learner
should be able to:
; Discuss how to measure capacity using filling and emptying. Demonstrate how to fill and empty using different types of tins. Apply capacity skills in their daily lives. |
-Learners are guided to view the video of filling and emptying.
-Learners are guided to demonstrate how to fill and empty a basin using cups and bottles and count how many cups fill a basin. |
How many small cups can fill a basin?
|
Water
Basins Bottles Cups Moran Mathematics Activities Grade 2 pg50-52 Calender ICT device Pencils outs Tusome Mathematics Activities Grade 2 pg53-55. |
Observation.
Listening
Answering questions
Checklist
|
|
| 13 | 2 |
MEASUREMENT
|
Time
|
By the end of the
lesson, the learner
should be able to:
; Describe the duration of time taken to do an activity. Count the numbers of claps as they sing the national anthem. Enjoy singing the antional anthem. |
-Learners are guided to discuss duration of time taken to do different activities.
-Individually and in groups learners to count the numbers of claps as they sing the national anthem. |
How much time?
|
Clock
National anthem Pupils. Shape cut outs Tusome Mathematics Activities Grade 2 pg56. |
Observation.
Listening
Answering questions
Checklist
|
|
| 13 | 3 |
MEASUREMENT
|
Money
|
By the end of the
lesson, the learner
should be able to:
; Describe Kenyans money in coins and notes. Write the amount of money as shown in the picture. Confidently,identify different types of coins and notes. |
-Learners are guided to describe identify Kenyans money in coins and notes for example 10shillings,5shillings,100shillings note.
-Individually and in groups learners to write amount of money in coins and notes as shown. |
How much is it?
|
Shape puzzles
Crayons Pencils Shape cut outs Tusome Mathematics Activities Grade 2 pg57-58. |
Observation.
Listening
Answering questions
Checklist
|
|
| 13 | 4 |
MEASUREMENT
GEOMETRY |
Money
Lines |
By the end of the
lesson, the learner
should be able to:
; Identify real Kenyan money Count real money and write how much it is. Display the ability to count coins and notes. |
-Learners are guided to identify real Kenyan money for example 10shillings,5shillings, note.
-Individually and in groups learners to count real money and write it in terms of how much. |
How much money is it?
|
Pictures of money
Real money Tusome Mathematics Activities Grade 2 pg59-60 Picture cut outs Different types of lines Number cut outs Tusome Mathematics Activities Grade 2 pg61. |
Observation.
Listening
Answering questions
Checklist
|
|
| 13 | 5 |
GEOMETRY
|
Lines
|
By the end of the
lesson, the learner
should be able to:
; Discuss different types of shapes. Draw different types of shapes. Enjoy identifying different types of shapes. |
-Learners are guided describe how different types of shapes looks like for example circle,trianle,square etc.
-Individually and in groups learners to do shape hunting around the school compound for example finding items with different types of shapes. |
How does a circle looks like?
|
Shape cut outs
Shape puzzles Tusome Mathematics Activities Grade 2 pg62-63. |
Observation.
Listening
Answering questions
Checklist
|
|
| 14 |
Endterm exam |
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