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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 2 |
NUMBERS
|
Position numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Identify the position of the pupils in the picture Count aloud from number one to ten Have fun running in the field in a line |
Learners in groups /pairs to:
Run in the field in a line |
What is your number in the race?
|
Counters
Charts Let School field |
|
|
| 2 | 3 |
NUMBERS
|
Position numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Identify numbers 1-10 on the train Arrange ten books in a systematic order Have fun placing numbers in respective order on them |
Learners in groups /pairs to:
Place numbers in respective order on the ten books |
Where on the train is the number 6?
|
Charts
Calendar Let Charts Cards |
|
|
| 2 | 4 |
NUMBERS
|
Position numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Identify different businesses are on what floors in the building Match number cards or position number card Appreciate team work by working in pairs to match number cards |
Learners in groups /pairs to:
Work in groups to match number cards |
The bank is on what floor?
|
Charts
Number Cards Let |
|
|
| 3 | 1 |
NUMBERS
|
Position numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Identify different businesses are on what floors in the building Match the months of the year with their respective positions Enjoy working in pairs to match the months to their respective numbers |
Learners in groups /pairs to:
Match the months of the year with their respective positions |
What is the position of June on the calendar?
|
Number cards
Let |
|
|
| 3 | 2 |
NUMBERS
WHOLE NUMBERS |
Position numbers
Counting in ones |
By the end of the
lesson, the learner
should be able to:
able to: Name the birds on the picture according to their umber position Count number 16-20 in a systematic order Enjoy taking part in filling I the correct numbers in the blank |
Learners in groups /pairs to:
Count number 16-20 in a systematic order |
What position is the crane in the picture?
|
Number cards
Let |
|
|
| 3 | 3 |
WHOLE NUMBERS
|
Counting in twos
|
By the end of the
lesson, the learner
should be able to:
able to: Count numbers from 100 in forward and backward twos Arrange the number cards to count in forward and backward twos Appreciate number forward and backward twos |
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward twos |
What is the next number after 702 having added 2?
|
Number cards
Let |
|
|
| 3 | 4 |
WHOLE NUMBERS
|
Counting in fives
Counting in tens |
By the end of the
lesson, the learner
should be able to:
able to: Count numbers from 100 in forward and backward fives Arrange the number cards to count in forward and backward fives Appreciate number forward and backward fives |
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward fives |
What is the next number after 105 having added a 5?
|
Number cards
Let Charts Chalkboard |
|
|
| 4 | 1 |
WHOLE NUMBERS
|
Place value
|
By the end of the
lesson, the learner
should be able to:
able to: Identify the number of sticks in a bundle by counting Use an abacus to show various numbers Have fun counting numbers in a bundle of sticks |
Learners in groups /pairs to:
Use an abacus to show various numbers |
How many bundles of stick are in the picture?
|
Charts
Chalkboard Number cards Let |
|
|
| 4 | 2 |
WHOLE NUMBERS
|
Place Value
|
By the end of the
lesson, the learner
should be able to:
able to: Identify ones, tens and hundreds from an abacus containing 126 Place tins according to place value Enjoy placing tins according to their respective place value |
Learners in groups /pairs to:
Use an abacus to show the place value of the number 126 |
How many ones are in the blue tin?
|
Chalkboard
Charts Number cards Let |
|
|
| 4 | 3 |
WHOLE NUMBERS
|
Reading numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Read aloud numbers from number 1-100 Pick number cards at random and read the numbers on them between 1-100 Have fun reading numbers on the number chart between 1-100 |
Learners in groups /pairs to:
Pick number cards at random and read the numbers on them between 1-100 |
What numbers come before and after number 30?
|
Sticks and abacus
Let |
|
|
| 4 | 4 |
WHOLE NUMBERS
|
Reading numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Read aloud numbers from number 301-500 Pick number cards at random and read the numbers on them between 301-500 Have fun reading numbers on the number chart between 301 -500 |
Learners in groups /pairs to:
Pick number cards at random and read the numbers on them between 301-500 |
What is the number before 410?
|
Sticks and abacus
Let |
|
|
| 5 | 1 |
WHOLE NUMBERS
|
Reading numbers
Reading and writing numbers |
By the end of the
lesson, the learner
should be able to:
able to: Read aloud numbers from number 501-1000 Pick number cards at random and read the numbers on them between 501-1000 Have fun reading numbers on the number chart between 501-1000 |
Learners in groups /pairs to:
Pick number cards at random and read the numbers on them between 501-1000 |
What is the number after 688?
|
Number cards
Charts Let |
|
|
| 5 | 2 |
WHOLE NUMBERS
|
Reading and writing numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Read out the numbers between 21-40 on the table in words Pick the number words or the number on the cards between 21-40 Appreciate team work by filling in the gaps with numbers in words between 21-40 |
Learners in groups /pairs to:
Read out the numbers between 21-40 on the table in words |
How do we write this number 34 in words?
|
Number cards
Charts Let Chalkboard |
|
|
| 5 | 3 |
WHOLE NUMBERS
|
Reading and writing in words
|
By the end of the
lesson, the learner
should be able to:
able to: Read out the numbers between 61-80 on the table in words Pick the number words or the number on the cards between 61-80 Appreciate team work by filling in the gaps with numbers in words between 61-80 |
Learners in groups /pairs to:
Read out the numbers between 61-80 on the table in words |
How do we write this number 77 in words?
|
Charts
Chalkboard Let |
|
|
| 5 | 4 |
WHOLE NUMBERS
|
Reading and writing numbers
Number patterns |
By the end of the
lesson, the learner
should be able to:
able to: Read out the numbers between 81-100 on the table in words Pick the number words or the number on the cards between 81-100 Appreciate team work by filling in the gaps with numbers in words between 81-100 |
Learners in groups /pairs to:
Read out the numbers between 81-100 on the table in words |
How do we write this number 82 in words?
|
Work books
Let Charts Chalkboard |
|
|
| 6 | 1 |
WHOLE NUMBERS
|
Number patterns
|
By the end of the
lesson, the learner
should be able to:
able to: Count backwards numbers in fives to form a pattern between 100 -1000 Pick and play with cards to form various patterns backwards between 100-1000 Appreciate forming patterns backwards using number cards between 100-1000 |
Learners in groups /pairs to:
Pick and play with cards to form various patterns backwards between 100-1000 |
What is the backward number of 100 in fives?
|
Charts
Chalkboard Let |
|
|
| 6 | 2 |
FRACTIONS
|
A half of a whole
|
By the end of the
lesson, the learner
should be able to:
able to: Identify what is a half of a whole Demonstrate what a half is given a whole Enjoy dividing a circle and other shapes into two equal halves |
Learners in groups /pairs to:
Divide a circle and other shapes into two halves |
What is a half?
|
Chalkboard
Number cards Oranges Shapes Let |
|
|
| 6 | 3 |
FRACTIONS
|
A quarter of a whole
Which is bigger? |
By the end of the
lesson, the learner
should be able to:
able to: Identify what is a quarter of a whole Demonstrate what a quarter is given a whole Enjoy dividing a circle and other shapes into four equal parts |
Learners in groups /pairs to:
Divide a circle and other shapes into four equal parts |
What is a quarter?
|
Chalkboard
Number cards Oranges Shapes Let |
|
|
| 6 | 4 |
FRACTIONS
|
An eighth of a whole
A half of a group |
By the end of the
lesson, the learner
should be able to:
able to: Identify what is an eighth of a whole Demonstrate what an eighth is given a whole Enjoy dividing a circle and other shapes into eight equal parts |
Learners in groups /pairs to:
Divide a circle and other shapes into eight equal parts |
What is an eighth?
|
Chalkboard
Number cards Let Charts |
|
|
| 7 | 1 |
FRACTIONS
|
A quarter of a group
|
By the end of the
lesson, the learner
should be able to:
able to: Identify what is a quarter of a group Demonstrate what a quarter of the group is given a whole group Enjoy dividing boxes containing different group of things into four equal groups |
Learners in groups /pairs to:
Divide boxes containing different group of things into four equal groups |
What is a quarter of a group?
|
Playing cards
Let |
|
|
| 7 | 2 |
FRACTIONS
|
Which has more?
An eighth of a group |
By the end of the
lesson, the learner
should be able to:
able to: Identify the difference between a half and a quarter Compare a half from a quarter of a group and determine which one has more Enjoy comparing halves and quarters cut out from different groups |
Learners in groups /pairs to:
Compare a half from a quarter of a group and determine which one has more |
Between a half and a quarter of a group which one has more?
|
Pieces of papers
Pairs of scissors Let Colours |
|
|
| 7 | 3 |
FRACTIONS
|
Word questions
|
By the end of the
lesson, the learner
should be able to:
able to: Work out word questions involving halves, quarters and eighths. Use a computer to play games involving halves, quarters, and eighths. Enjoy playing various games on halves, quarters and eighths |
Learners in groups /pairs to:
Play computer games involving halves, quarters, and eighths |
What digital games do you know that involve halves, quarters, and eighths?
|
Pieces of papers
Pairs of scissors Let |
|
|
| 7 | 4 |
ADDITION
|
Adding by counting on a number line
Adding by counting on |
By the end of the
lesson, the learner
should be able to:
able to: Identify what a number line is Solve questions involving addition on a number line Appreciate the application of addition in real life Appreciate the use of number to simply addition of numbers |
Learners in groups /pairs to:
Solve questions involving addition on a number line |
How do you add two numbers where one is big and one is small using a number line?
|
Pieces of papers
Pairs of scissors Let |
|
|
| 8 | 1 |
ADDITION
|
Adding using a place value chart
Adding machine |
By the end of the
lesson, the learner
should be able to:
able to: Put the big number in its place value order followed by the smaller number below it, and then add. Practice by picking up cards with numbers on them and then adding by using place value Appreciate feedback from the teacher |
Learners in groups /pairs to:
Practice by picking up cards with numbers and then add by using place value |
How do you add two numbers where one is big and one is small using a place value chart?
|
Work books
Let |
|
|
| 8 | 2 |
ADDITION
|
Word questions
|
By the end of the
lesson, the learner
should be able to:
able to: Work out word questions involving addition of numbers using various methods Use a computer to play games involving addition of numbers Enjoy playing various games on addition |
Learners in groups /pairs to:
Use a computer to play games involving addition of numbers |
What digital games do you know that involves addition of numbers?
|
Chalkboard
Let |
|
|
| 8 | 3 |
ADDITION
|
Adding without regrouping
Adding horizontally |
By the end of the
lesson, the learner
should be able to:
able to: Work out addition of two numbers without regrouping Practise by picking up cards and finding their sum on a place value chart Appreciate others feedback |
Learners in groups /pairs to:
Practise by picking up cards and finding their sum on a place value chart |
How do you find the sum of numbers without regrouping?
|
Chalkboard
Let |
|
|
| 8 | 4 |
ADDITION
|
Adding by breaking apart
Adding using doubles |
By the end of the
lesson, the learner
should be able to:
able to: Work out the sum of two numbers by breaking them into ones, tens, and hundreds respectively. Practise by picking up cards and finding their sum of numbers by breaking apart Appreciate the teacher |
Learners in groups /pairs to:
Work out the sum of two numbers by breaking them into ones, tens, and hundreds respectively. |
How do you find the sum of numbers by breaking apart?
|
Chalkboard
Let |
|
|
| 9 | 1 |
ADDITION
|
Adding using abacus
|
By the end of the
lesson, the learner
should be able to:
able to: Work out the sum of numbers by putting ones, tens and hundreds of respective numbers in the abacus Practise by picking up the abacus and using them to find the sum of the numbers Enjoy using the abacus to find the sum of different numbers |
Learners in groups /pairs to:
Work out the sum of numbers by putting ones, tens and hundreds of respective numbers in the abacus |
How do you find the sum of numbers by the abacus?
|
Chalkboard
Let |
|
Your Name Comes Here