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| WK | LSN | STRAND | S-STRAND | LESSON_LEARNING_OUTCOMES | CORE COMPETENCE | VALUES | L_EXPERIENCES | KEY INQUIRY QUESTIONS | L RESOURCES | ASSESSMENT METHODS | REMARKS |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
identify number symbols 1- 4 for development of numeracy skills |
Critical thinking and problem solving
|
Honesty unity
|
Teacher demonstrates number formation from number cut outs
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 1 | 3 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
identify number symbols 1- 4 for development of numeracy skills |
Critical thinking and problem solving
|
Honesty unity
|
Teacher demonstrates number formation from number cut outs
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 1 | 4 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
identify number symbols 5- 9 for development of numeracy skills |
Critical thinking and problem solving
|
Honesty unity
|
Teacher demonstrates number formation from number cut outs
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 1 | 5 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
identify number symbols 5- 9 for development of numeracy skills |
Critical thinking and problem solving
|
Honesty unity
|
Teacher demonstrates number formation from number cut outs
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 1 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
join dots to form number symbols 1-9 on a surface |
Critical thinking and problem solving
|
Honesty unity
|
Learners Join dots to form number symbols up to 9
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 2 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
join dots to form number symbols 1-9 on a surface |
Critical thinking and problem solving
|
Honesty unity
|
Learners Join dots to form number symbols up to 9
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 3 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
trace number symbol cut-outs 1-9 on a surface |
Critical thinking and problem solving
|
Honesty unity
|
In groups or pairs, individually, learners trace number cut-outs up to 9
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 4 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
trace number symbol cut-outs 1-9 on a surface |
Critical thinking and problem solving
|
Honesty unity
|
In groups or pairs, individually, learners trace number cut-outs up to 9
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 5 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
model number symbols 1-9 using materials in their environment |
Critical thinking and problem solving
|
Honesty unity
|
In groups or pairs, individually, learners model number symbols to at least 9
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 1 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
write number symbols 1-9 on a surface |
Critical thinking and problem solving
|
Honesty unity
|
Learners write number symbols 1-9 on a surface
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 2 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
write number symbols 1-9 on a surface |
Critical thinking and problem solving
|
Honesty unity
|
Learners write number symbols 1-9 on a surface
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 3 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
write number symbols 1-9 on a surface |
Critical thinking and problem solving
|
Honesty unity
|
Learners write number symbols 1-9 on a surface
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 4 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
identify different parts of numerals 1- for development of number concept |
Critical thinking and problem solving
|
Honesty unity
|
Learners look at and talk about different parts of number symbols
|
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 5 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
identify different parts of numerals 1- for development of number concept |
Critical thinking and problem solving
|
Honesty unity
|
Learners look at and talk about different parts of number symbols
|
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 1 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
identify different parts of numerals 5- 9 for development of number concept |
Critical thinking and problem solving
|
Honesty unity
|
Learners look at and talk about different parts of number symbols
|
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 2 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
identify different parts of numerals 5- 9 for development of number concept |
Critical thinking and problem solving
|
Honesty unity
|
Learners look at and talk about different parts of number symbols
|
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 3 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
identify different parts of numerals 5- 9 for development of number concept |
Critical thinking and problem solving
|
Honesty unity
|
Learners look at and talk about different parts of number symbols
|
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 4 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
join different parts of numbers to form complete number symbols 1-9 |
Critical thinking and problem solving
|
Honesty unity
|
Demonstrate how to join different parts of numerals to form a complete numeral
|
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 5 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
relate number symbols 1-9 with the objects in the environment |
Critical thinking and problem solving
|
Honesty unity
|
In pairs or groups learners join different parts of number symbols to form a complete numeral
|
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 1 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
enjoy completing number puzzles and relate number symbols with the objects in the environment for enjoyment |
Critical thinking and problem solving
|
Honesty unity
|
Learner listen to and sing songs on number symbols as they complete the number numeral
|
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 2 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
enjoy completing number puzzles and relate number symbols with the objects in the environment for enjoyment |
Critical thinking and problem solving
|
Honesty unity
|
Learner listen to and sing songs on number symbols as they complete the number numeral
|
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 3 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
enjoy completing number puzzles and relate number symbols with the objects in the environment for enjoyment |
Critical thinking and problem solving
|
Honesty unity
|
Learner listen to and sing songs on number symbols as they complete the number numeral
|
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 4 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
enjoy completing number puzzles and relate number symbols with the objects in the environment for enjoyment |
Critical thinking and problem solving
|
Honesty unity
|
Learner listen to and sing songs on number symbols as they complete the number numeral
|
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 5 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
sub- use ICT to complete number puzzles 1-9 |
Critical thinking and problem solving
|
Honesty unity
|
Learners
complete number puzzles using ICT |
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 1 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
identify different sides of objects in the environment |
Critical thinking and problem solving
|
Honesty unity
|
Guide learners to talk about different sides of objects in the environment
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 2 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
identify different sides of objects in the environment |
Critical thinking and problem solving
|
Honesty unity
|
Guide learners to talk about different sides of objects in the environment
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 3 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
identify different sides of objects in the environment |
Critical thinking and problem solving
|
Honesty unity
|
Guide learners to talk about different sides of objects in the environment
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 4 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
name different sides of objects in the environment |
Critical thinking and problem solving
|
Honesty unity
|
Guide learners to talk about different sides of objects in the environment
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 5 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
name different sides of objects in the environment |
Critical thinking and problem solving
|
Honesty unity
|
Guide learners to talk about different sides of objects in the environment
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 1 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
differentiate sides of objects |
Critical thinking and problem solving
|
Honesty unity
|
Guide learners to compare objects with different sides
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 2 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
play with objects with different sides |
Critical thinking and problem solving
|
Honesty unity
|
Few learners demonstrate comparison of objects with different sides
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 3 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
play with objects with different sides |
Critical thinking and problem solving
|
Honesty unity
|
Few learners demonstrate comparison of objects with different sides
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 4 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
play with objects with different sides |
Critical thinking and problem solving
|
Honesty unity
|
Few learners demonstrate comparison of objects with different sides
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 5 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
strand, the learner demonstrate comparison of objects with different sides |
Critical thinking and problem solving
|
Honesty unity
|
Few learners demonstrate comparison of objects with different sides
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 1 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
enjoy measuring sides of objects using arbitrary units such as hand, feet etc. |
Critical thinking and problem solving
|
Honesty unity
|
In groups or pairs, individually, learners measure sides of objects using arbitrary units (hand, foot, sticks
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 1-2 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
enjoy measuring sides of objects using arbitrary units such as hand, feet etc. |
Critical thinking and problem solving
|
Honesty unity
|
In groups or pairs, individually, learners measure sides of objects using arbitrary units (hand, foot, sticks
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 8 |
Midterm |
||||||||||
| 9 | 1 |
MEASUREMENT
|
Mass
|
By the end of the
lesson, the learner
should be able to:
lift different objects in their environment. |
Critical thinking and problem solving
|
Honesty unity
|
Demonstrate lifting objects of different mass. Few learners demonstrate lifting objects of different mass
|
What can you say about this object
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 2 |
MEASUREMENT
|
Mass
|
By the end of the
lesson, the learner
should be able to:
compare heavy and light objects in the environment |
Critical thinking and problem solving
|
Honesty unity
|
Demonstrate lifting objects of different mass. Few learners demonstrate lifting objects of different mass
|
What can you say about this object
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 3 |
MEASUREMENT
|
Mass
|
By the end of the
lesson, the learner
should be able to:
compare heavy and light objects in the environment |
Critical thinking and problem solving
|
Honesty unity
|
Demonstrate lifting objects of different mass. Few learners demonstrate lifting objects of different mass
|
What can you say about this object
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 4 |
MEASUREMENT
|
Mass
|
By the end of the
lesson, the learner
should be able to:
demonstrate lifting objects of different mass |
Critical thinking and problem solving
|
Honesty unity
|
Demonstrate lifting objects of different mass. Few learners demonstrate lifting objects of different mass
|
What can you say about this object
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 5 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
lift different objects in their environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrate lifting objects of different mass
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 1 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
lift different objects in their environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrate lifting objects of different mass
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 2 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
lift different objects in their environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrate lifting objects of different mass
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 3 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
lift different objects in their environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrate lifting objects of different mass
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 4 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
lift different objects in their environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrate lifting objects of different mass
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 5 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
compare heavy and light objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups or pairs, individually, learners compare mass of different objects in their environment
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 1 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
compare heavy and light objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups or pairs, individually, learners compare mass of different objects in their environment
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 2 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
compare heavy and light objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups or pairs, individually, learners compare mass of different objects in their environment
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 3 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
In groups or pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups or pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 4 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
In groups or pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups or pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 5 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
In groups or pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups or pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 1 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
In groups or pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups or pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 2 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
fill and empty different containers with water, seeds or sand |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners to demonstrate filling and emptying small and large containers using sand, water or seeds
|
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 3 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
fill and empty different containers with water, seeds or sand |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners to demonstrate filling and emptying small and large containers using sand, water or seeds
|
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 4 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
fill and empty different containers with water, seeds or 5sand |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners to demonstrate filling and emptying small and large containers using sand, water or seeds
|
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 5 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
fill and empty different containers with water, seeds or 5sand |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners to demonstrate filling and emptying small and large containers using sand, water or seeds
|
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
| 13 | 1 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
compare sizes of containers using water, sand or seeds |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrates comparing big and small containers by telling how many small ones can fill a big one and vice versa
|
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
| 13 | 2 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
compare sizes of containers using water, sand or seeds |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrates comparing big and small containers by telling how many small ones can fill a big one and vice versa
|
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
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