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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 | 1 |
CLASSIFICATION
|
Matching and pairing
|
By the end of the
lesson, the learner
should be able to:
" identify similarities among objects in the environment identify differences among objects in the" "c) comparison. arrange objects in the immediate environment according to size in descending order. arrange objects in the environment according to more than one attribute differentiate objects of different sizes in the environment use different objects in the environment in their daily activities use appropriate vocabulary related to ordering in their daily life experiences for effective communication" |
Communication and collaboration
Critical thinking and problem solving
Imaginative and creative
|
Responsibility
|
Learners collect a variety of objects from the environment
Demonstrate how to match and pair objects according to likeness/sameness/use In groups, pairs or individually order objects according to size up to five objects. In groups learners compare objects of different sizes up to five Learners to draw big and small objects using ICT devices. Learners to arrange objects in ascending and descending order using ICT devices" |
Which objects look alike?
What makes them look alike?
What is the use of these items?
How can we care for
|
Realia Counters charts
|
.Observa tion 2.Oral question s
|
|
| 1 | 2 |
CLASSIFICATION
|
Matching and pairing
|
By the end of the
lesson, the learner
should be able to:
" identify similarities among objects in the environment identify differences among objects in the" "c) comparison. arrange objects in the immediate environment according to size in descending order. arrange objects in the environment according to more than one attribute differentiate objects of different sizes in the environment use different objects in the environment in their daily activities use appropriate vocabulary related to ordering in their daily life experiences for effective communication" |
Communication and collaboration
Critical thinking and problem solving
Imaginative and creative
|
Responsibility
|
Learners collect a variety of objects from the environment
Demonstrate how to match and pair objects according to likeness/sameness/use In groups, pairs or individually order objects according to size up to five objects. In groups learners compare objects of different sizes up to five Learners to draw big and small objects using ICT devices. Learners to arrange objects in ascending and descending order using ICT devices" |
Which objects look alike?
What makes them look alike?
What is the use of these items?
How can we care for
|
Realia Counters charts
|
.Observa tion 2.Oral question s
|
|
| 1 | 3 |
CLASSIFICATION
|
Matching and pairing
|
By the end of the
lesson, the learner
should be able to:
" identify similarities among objects in the environment identify differences among objects in the" "c) comparison. arrange objects in the immediate environment according to size in descending order. arrange objects in the environment according to more than one attribute differentiate objects of different sizes in the environment use different objects in the environment in their daily activities use appropriate vocabulary related to ordering in their daily life experiences for effective communication" |
Communication and collaboration
Critical thinking and problem solving
Imaginative and creative
|
Responsibility
|
Learners collect a variety of objects from the environment
Demonstrate how to match and pair objects according to likeness/sameness/use In groups, pairs or individually order objects according to size up to five objects. In groups learners compare objects of different sizes up to five Learners to draw big and small objects using ICT devices. Learners to arrange objects in ascending and descending order using ICT devices" |
Which objects look alike?
What makes them look alike?
What is the use of these items?
How can we care for
|
Realia Counters charts
|
.Observa tion 2.Oral question s
|
|
| 1 | 4 |
CLASSIFICATION
|
PATTERN S
|
By the end of the
lesson, the learner
should be able to:
a) observe objects in the environment for the purpose of identifying patterns. identify similarities and differences among objects arrange similar objects to make a pattern use different objects to make patterns identify patterns in different objects within the environment (clothes, animals, seeds, leaves) |
Communication and collaboration
Critical thinking and problem solving
Self efficacy
|
Responsibility
|
Learners observe and talk about different objects in the environment. Learners demonstrate arranging objects to make a pattern. A few learnersdemonstrate arranging objects to make patterns (shape, colour). In groups or pairs, individually, learners arrange objects to make pattern (shape, colour, number cut- outs). Learners fill in the missing objects in a series to make a pattern. Learners observe and talk about different patterns on their clothes, foot prints, buildings, flower gardens. Learners to draw different shapes using ICT devices to make patterns. Learners to make patterns using ICT devices |
1.
Which objects look alike?
Which objects comes next in the series?
What object has been used to make a pattern?
Which other pattern can you make?
Which part of the pattern repeats itself
|
Realia Counters charts
|
.Observa tion 2.Oral question s
|
|
| 1 | 5 |
CLASSIFICATION
|
PATTERN S
|
By the end of the
lesson, the learner
should be able to:
a) observe objects in the environment for the purpose of identifying patterns. identify similarities and differences among objects arrange similar objects to make a pattern use different objects to make patterns identify patterns in different objects within the environment (clothes, animals, seeds, leaves) |
Communication and collaboration
Critical thinking and problem solving
Self efficacy
|
Responsibility
|
Learners observe and talk about different objects in the environment. Learners demonstrate arranging objects to make a pattern. A few learnersdemonstrate arranging objects to make patterns (shape, colour). In groups or pairs, individually, learners arrange objects to make pattern (shape, colour, number cut- outs). Learners fill in the missing objects in a series to make a pattern. Learners observe and talk about different patterns on their clothes, foot prints, buildings, flower gardens. Learners to draw different shapes using ICT devices to make patterns. Learners to make patterns using ICT devices |
1.
Which objects look alike?
Which objects comes next in the series?
What object has been used to make a pattern?
Which other pattern can you make?
Which part of the pattern repeats itself
|
Realia Counters charts
|
.Observa tion 2.Oral question s
|
|
| 2 | 1 |
NUMBERS
|
Number Value
|
By the end of the
lesson, the learner
should be able to:
collect objects from the environment |
Critical thinking and problem solving
|
Peace unity
|
|
Which group has 3,4,5,...2
0
objects?
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 2 |
NUMBERS
|
Number Value
|
By the end of the
lesson, the learner
should be able to:
collect objects from the environment |
Critical thinking and problem solving
|
Peace unity
|
|
Which group has 3,4,5,...2
0
objects?
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 3 |
NUMBERS
|
Number Value
|
By the end of the
lesson, the learner
should be able to:
collect objects from the environment |
Critical thinking and problem solving
|
Peace unity
|
|
Which group has 3,4,5,...2
0
objects?
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 4 |
NUMBERS
|
Number Value
|
By the end of the
lesson, the learner
should be able to:
count groups of objects in the environment and select the corresponding number symbol. |
Critical thinking and problem solving
|
Peace unity
|
Learners demonstrate and relate the number symbol and their value
|
Which group has 3,4,5,...2
0
objects?
|
Charts realia
|
Observatio oral questions
|
|
| 2 | 5 |
NUMBERS
|
Number Value
|
By the end of the
lesson, the learner
should be able to:
count groups of objects in the environment and select the corresponding number symbol. |
Critical thinking and problem solving
|
Peace unity
|
Learners demonstrate and relate the number symbol and their value
|
Which group has 3,4,5,...2
0
objects?
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 1 |
NUMBERS
|
Number Value
|
By the end of the
lesson, the learner
should be able to:
sort groups of objects in the environment and select the corresponding number symbol. |
Critical thinking and problem solving
|
Peace unity
|
In groups learners count concrete objects and relate them to the number symbol
|
Which group has 3,4,5,...2
0
objects?
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 2 |
NUMBERS
|
Number Value
|
By the end of the
lesson, the learner
should be able to:
sort groups of objects in the environment and select the corresponding number symbol. |
Critical thinking and problem solving
|
Peace unity
|
In groups learners count concrete objects and relate them to the number symbol
|
Which group has 3,4,5,...2
0
objects?
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 3 |
NUMBERS
|
Number Value
|
By the end of the
lesson, the learner
should be able to:
differentiate the number value of objects in the environment |
Critical thinking and problem solving
|
Peace unity
|
In groups learners count concrete objects and relate them to the number symbol
|
Which group has 3,4,5,...2
0
objects?
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 4 |
NUMBERS
|
Number Value
|
By the end of the
lesson, the learner
should be able to:
differentiate the number value of objects in the environment |
Critical thinking and problem solving
|
Peace unity
|
In groups learners count concrete objects and relate them to the number symbol
|
Which group has 3,4,5,...2
0
objects?
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 5 |
NUMBERS
|
Number Value
|
By the end of the
lesson, the learner
should be able to:
appreciate the value of numbers in their daily life experiences |
Critical thinking and problem solving
|
Peace unity
|
In groups, pairs and individually learners complete number value puzzles
|
Which group has 3,4,5,...2
0
objects?
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 1 |
NUMBERS
|
Number Value
|
By the end of the
lesson, the learner
should be able to:
relate number value with objects in the environment |
Critical thinking and problem solving
|
Peace unity
|
In groups, pairs and individually learners complete number value puzzles
|
Which group has 3,4,5,...2
0
objects?
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 2 |
NUMBERS
|
Number Value
|
By the end of the
lesson, the learner
should be able to:
relate number value with objects in the environment |
Critical thinking and problem solving
|
Peace unity
|
In groups, pairs and individually learners complete number value puzzles
|
Which group has 3,4,5,...2
0
objects?
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 3 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
identify number symbols up to 20 for association of spoken number and its symbolic representation |
Critical thinking and problem solving
|
Peace unity
|
Learners demonstrate number formation from number cut outs
|
Which number can you see on the calendar
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 4 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
identify number symbols up to 20 for association of spoken number and its symbolic representation |
Critical thinking and problem solving
|
Peace unity
|
Learners demonstrate number formation from number cut outs
|
Which number can you see on the calendar
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 5 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
form and write numbers 1-10 on a surface for representing quantities of objects or items by symbols |
Critical
thinking and problem solving
|
Peace unity
|
In groups, pairs or individually, learners trace, model, thread, join dots or colour number cut-outs up to 20.
|
Which
number can you see on the calendar
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 1 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
form and write numbers 10-20 on a surface for representing quantities of objects or items by symbols |
Critical thinking and problem solving
|
Peace unity
|
few learners practice joining parts of numerals to form a complete numeral
|
Which number can you see on the calendar
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 2 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
form and write numbers 10-20 on a surface for representing quantities of objects or items by symbols |
Critical thinking and problem solving
|
Peace unity
|
few learners practice joining parts of numerals to form a complete numeral
|
Which number can you see on the calendar
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 3 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
write number symbols 1-20 on a surface for enjoyment |
Critical thinking and problem solving
|
Peace unity
|
Learners write number symbols 1-20 on a surface
|
Which number can you see on the calendar
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 4 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
write number symbols 1-20 on a surface for enjoyment |
Critical thinking and problem solving
|
Peace unity
|
Learners write number symbols 1-20 on a surface
|
Which number can you see on the calendar
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 5 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
form number symbols 1-20 using ICT for digital literacy |
Critical thinking and problem solving
|
Peace unity
|
Learners use ICT to form number symbols 1-20.
|
Which number can you see on the calendar
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 1 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
appreciate the use of numbers within their environment |
Critical thinking and problem solving
|
Peace unity
|
Learners look at and talk about different parts of number symbols
|
Which number can be formed using the selected pieces?
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 2 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
appreciate the use of numbers within their environment |
Critical thinking and problem solving
|
Peace unity
|
Learners look at and talk about different parts of number symbols
|
Which number can be formed using the selected pieces?
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 3 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
rearrange number cards 1-10 in the correct order |
Critical thinking and problem solving
|
Peace unity
|
Learners look at and talk about different parts of number symbols
|
Which number can be formed using the selected pieces?
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 4 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
rearrange number cards 1-10 in the correct order |
Critical thinking and problem solving
|
Peace unity
|
Learners look at and talk about different parts of number symbols
|
Which number can be formed using the selected pieces?
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 5 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
rearrange number cards 1-10 in the correct order |
Critical thinking and problem solving
|
Peace unity
|
Learners look at and talk about different parts of number symbols
|
Which number can be formed using the selected pieces?
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 1 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
rearrange number cards 10-20 in the correct order |
Critical thinking and problem solving
|
Peace unity
|
Learners look at and talk about different parts of number symbols
|
Which number can be formed using the selected pieces?
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 2 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
rearrange number cards 10-20 in the correct order |
Critical thinking and problem solving
|
Peace unity
|
Learners look at and talk about different parts of number symbols
|
Which number can be formed using the selected pieces?
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 3 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
identify different parts of numerals 1-20 using not more than ten parts |
Critical thinking and problem solving
|
Peace unity
|
Learners look at and talk about different parts of number symbols
|
Which number can be formed using the selected pieces?
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 4 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
form complete number symbols 1-20 with not more than 10 parts |
Critical thinking and problem solving
|
Peace unity
|
In pairs or groups learners join different parts of number symbols to form a complete numeral
|
Which number can be formed using the selected pieces?
|
Charts realia
|
Observatio oral questions
|
|
| 7 | 4-5 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
form complete number symbols 1-20 with not more than 10 parts |
Critical thinking and problem solving
|
Peace unity
|
In pairs or groups learners join different parts of number symbols to form a complete numeral
|
Which number can be formed using the selected pieces?
|
Charts realia
|
Observatio oral questions
|
|
| 8 |
Mid Term |
||||||||||
| 9 | 1 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
enjoy completing number puzzles in daily life |
Critical thinking and problem solving
|
Peace unity
|
|
Which number can be formed using the selected pieces?
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 2 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
enjoy completing number puzzles in daily life |
Critical thinking and problem solving
|
Peace unity
|
|
Which number can be formed using the selected pieces?
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 3 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
relate number symbols with the objects in the environment |
Critical thinking and problem solving
|
Peace unity
|
In pairs or groups learners join different parts of number symbols to form a complete numeral
|
Which number can be formed using the selected pieces?
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 4 |
NUMBERS
|
Putting together
|
By the end of the
lesson, the learner
should be able to:
collect different groups of similar objects for counting |
Critical thinking and problem solving
|
Peace unity
|
Learners observe and talk about similar objects within their environment
|
Which objects look alike
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 5 |
NUMBERS
|
Putting together
|
By the end of the
lesson, the learner
should be able to:
collect different groups of similar objects for counting |
Critical thinking and problem solving
|
Peace unity
|
Learners observe and talk about similar objects within their environment
|
Which objects look alike
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 1 |
NUMBERS
|
Putting together
|
By the end of the
lesson, the learner
should be able to:
identify sets of similar objects in the environment for counting |
Critical
thinking and problem solving
|
Peace unity
|
Teacher
demonstrates putting similar objects together with a sum not exceeding 9 and count |
Which
objects look alike
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 2 |
NUMBERS
|
Putting together
|
By the end of the
lesson, the learner
should be able to:
identify sets of similar objects in the environment for counting |
Critical
thinking and problem solving
|
Peace unity
|
Teacher
demonstrates putting similar objects together with a sum not exceeding 9 and count |
Which
objects look alike
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 3 |
NUMBERS
|
Putting together
|
By the end of the
lesson, the learner
should be able to:
put similar objects together with a sum not exceeding 9 |
Critical thinking and problem solving
|
Peace unity
|
In small groups learners put objects together with a sum not exceeding 9 and count
|
Which objects look alike
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 4 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
collect different objects from the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrate lifting objects of different mass
|
Who between you 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:
collect different objects from the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrate lifting objects of different mass
|
Who between you 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:
lift different objects in the environment for comparing their heaviness |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners demonstrate lifting objects of different mass
|
Who between you 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:
lift different objects in the environment for comparing their heaviness |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners demonstrate lifting objects of different mass
|
Who between you 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:
lift different objects in the environment for comparing their heaviness |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners demonstrate lifting objects of different mass
|
Who between you 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:
compare heavy and light objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups/pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting
|
Who between you 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:
compare heavy and light objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups/pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting
|
Who between you 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:
enjoy manipulating objects of different mass in daily life experiences |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups/pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting
|
Who between you 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 different" objects and substances |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Guide learners in filling and emptying small and large containers using sand, water or seeds
|
How many of the small containers can fill the big container?
|
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 different" objects and substances |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Guide learners in filling and emptying small and large containers using sand, water or seeds
|
How many of the small containers can fill the big container?
|
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:
compare sizes of containers using through filling and emptying using different substances and objects |
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
|
How many of the small containers can fill the big container?
|
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:
compare sizes of containers using through filling and emptying using different substances and objects |
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
|
How many of the small containers can fill the big container?
|
Realia charts
|
Observation Oral questions
|
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| 13 | 1 |
MEASUREMENT
|
Capacity (how much a container can hold
|
By the end of the
lesson, the learner
should be able to:
enjoy filling and emptying containers in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners to watch a video on filling and emptying containers.
Learners to watch a video on comparing containers of different sizes. |
How many of the small containers can fill the big container?
|
|
|
|
| 14 |
End Term Assessment |
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