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WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
1 | 1 |
Geometry
|
Lines
|
By the end of the lesson, the learner should be able to:
strands, Identify horizontal lines in different situations |
In pairs or groups identify lines in the classroom and within the environment
|
Where are perpendicular lines used?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
1 | 2 |
Geometry
|
Lines
|
By the end of the lesson, the learner should be able to:
s : Draw horizontal lines in different salutations |
In pairs, groups or as individuals draw horizontal lines to represent real life situations
|
Where are perpendicular lines used?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
1 | 3 |
Geometry
|
Lines
|
By the end of the lesson, the learner should be able to:
s : Draw horizontal lines in different salutations |
In pairs, groups or as individuals draw horizontal lines to represent real life situations
|
Where are perpendicular lines used?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
1 | 4 |
Geometry
|
Lines
|
By the end of the lesson, the learner should be able to:
s : Identify and draw vertical lines in different situations |
In pairs or groups describe lines in the environment and identify them as horizontal and vertical lines, parallel and perpendicular lines
|
Where are perpendicular lines used?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
2 | 1 |
Geometry
|
Lines
|
By the end of the lesson, the learner should be able to:
Identify and draw perpendicular lines in different situations |
In pairs or groups describe lines in the environment and identify them as perpendicular lines
|
Where are perpendicular lines used?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
2 | 2 |
Geometry
|
Lines
|
By the end of the lesson, the learner should be able to:
Identify and draw parallel lines different situations |
In pairs or groups describe lines in the environment and identify them as parallel lines.
|
Where are perpendicular lines used?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
2 | 3 |
Geometry
|
Lines
|
By the end of the lesson, the learner should be able to:
Identify and draw parallel lines different situations |
In pairs or groups describe lines in the environment and identify them as parallel lines.
|
Where are perpendicular lines used?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
2 | 4 |
Geometry
|
Lines
|
By the end of the lesson, the learner should be able to:
use IT devices to learn more about lines and leisure |
In pairs or groups use IT devices to learn more about lines
In pairs or groups use IT devices to play digital games about lines |
Where are perpendicular lines used?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
3 | 1 |
Geometry
|
Angles
|
By the end of the lesson, the learner should be able to:
s : Relate a turn to angles in real life |
In pairs, groups or as individuals make clockwise, quarter and half turn, and relate them to angles in the environment
|
Where are angles used in the environment?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
3 | 2 |
Geometry
|
Angles
|
By the end of the lesson, the learner should be able to:
Identify the use of angles in the environment |
In pairs, groups or as individuals discuss the use of angles in the environment
|
Where are angles used in the environment?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
3 | 3 |
Geometry
|
Angles
|
By the end of the lesson, the learner should be able to:
Identify the use of angles in the environment |
In pairs, groups or as individuals discuss the use of angles in the environment
|
Where are angles used in the environment?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
3 | 4 |
Geometry
|
Angles
|
By the end of the lesson, the learner should be able to:
s : measure angles using a unit angle |
In pairs, groups or as individuals make a unit angle and use it to measure angles in the environment |
Where are angles used in the environment?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
4 | 1 |
Geometry
|
Angles
|
By the end of the lesson, the learner should be able to:
identify the degree as a unit of measuring angle |
In pairs, groups or as individuals divide a 10oangle into 10 equal parts and identify each part as equal to 1 degree
|
Where are angles used in the environment?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
4 | 2 |
Geometry
|
Angles
|
By the end of the lesson, the learner should be able to:
Measure angles in degrees in different situations |
In pairs, groups or as individuals measure angles in degrees using a protractor
|
Where are angles used in the environment?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
4 | 3 |
Geometry
|
Angles
|
By the end of the lesson, the learner should be able to:
Measure angles in degrees in different situations |
In pairs, groups or as individuals measure angles in degrees using a protractor
|
Where are angles used in the environment?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
4 | 4 |
Geometry
|
Angles
|
By the end of the lesson, the learner should be able to:
s : Use IT devices to create and learn more about angles |
Learners in pairs or groups use IT devices to create and learn more about angles.
|
Where are angles used in the environment?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
5 | 1 |
Geometry
|
Angles
|
By the end of the lesson, the learner should be able to:
s : appreciate the use of angles in our day to day life |
Learners in pairs or groups use IT devices to create and learn more about angles.
|
Where are angles used in the environment?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
5 | 2 |
Geometry
|
3-D Objects
|
By the end of the lesson, the learner should be able to:
: Describe 3-D objects in the environment |
In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups
Learners to watch a video on 3-D objects |
Where are 3-D objects used in the environment?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
5 | 3 |
Geometry
|
3-D Objects
|
By the end of the lesson, the learner should be able to:
: Describe 3-D objects in the environment |
In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups
Learners to watch a video on 3-D objects |
Where are 3-D objects used in the environment?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
5 | 4 |
Geometry
|
3-D Objects
|
By the end of the lesson, the learner should be able to:
s : Describe 2-D shapes in 3-D objects in the environment |
In pairs or as individuals describe 2D shapes found in 3-D objects and share with other groups
|
Where are 3-D objects used in the environment?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
6 | 1 |
Geometry
|
3-D Objects
|
By the end of the lesson, the learner should be able to:
s : use IT devices to learn more about 3-D objects and for leisure |
In pairs or individuals use IT devices to learn more about 3-D objects
|
Where are 3-D objects used in the environment?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
6 | 2 |
Geometry
|
3-D Objects
|
By the end of the lesson, the learner should be able to:
s : appreciate the use of 3-D objects in the environment |
In pairs or individuals use IT devices to learn more about 3-D objects
|
Where are 3-D objects used in the environment?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
6 | 3 |
Geometry
|
3-D Objects
|
By the end of the lesson, the learner should be able to:
s : appreciate the use of 3-D objects in the environment |
In pairs or individuals use IT devices to learn more about 3-D objects
|
Where are 3-D objects used in the environment?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
6 | 4 |
Data Handling
|
Data Representation
|
By the end of the lesson, the learner should be able to:
: Collect and represent data using tables from real life situations |
In pairs, groups or as individuals collect data and organize it in a table from real life situations
|
Why is representing data in tables important?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
7 | 1 |
Data Handling
|
Data Representation
|
By the end of the lesson, the learner should be able to:
: Represent data through piling from real life situations |
In pairs, groups or as individuals represent data by piling similar objects like match boxes vertically
|
Why is representing data in tables important?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
7 | 2 |
Data Handling
|
Data Representation
|
By the end of the lesson, the learner should be able to:
: Interpret data represented through piling from real life situations |
In pairs or groups discuss information represented by objects piled vertically
|
Why is representing data in tables important?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
7 | 3 |
Data Handling
|
Data Representation
|
By the end of the lesson, the learner should be able to:
: Interpret data represented through piling from real life situations |
In pairs or groups discuss information represented by objects piled vertically
|
Why is representing data in tables important?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
7 | 4 |
Data Handling
|
Data Representation
|
By the end of the lesson, the learner should be able to:
: Use IT devices to learning more on how to represent data and for leisure |
In pairs or as individuals use IT devices to learn more on representing data in tables
|
Why is representing data in tables important?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
8 | 1 |
Data Handling
|
Data Representation
|
By the end of the lesson, the learner should be able to:
: Appreciate use frequency tables in real life |
In pairs or as individuals use IT devices to play digital games on representing data in tables
|
Why is representing data in tables important?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
8 | 2 |
Algebra
|
Simple equations
|
By the end of the lesson, the learner should be able to:
: Form simple equations with one unknown involving real life situations |
In pairs, groups or as individuals form equations with one unknown
|
Where are equations used in real life?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
8 | 3 |
Algebra
|
Simple equations
|
By the end of the lesson, the learner should be able to:
: Form simple equations with one unknown involving real life situations |
In pairs, groups or as individuals form equations with one unknown
|
Where are equations used in real life?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
8 | 4 |
Algebra
|
Simple equations
|
By the end of the lesson, the learner should be able to:
: solve simple equations with one unknown involving real life situations |
In pairs or as individuals solve equations with one unknown
|
Where are equations used in real life?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
9 | 1 |
Algebra
|
Simple equations
|
By the end of the lesson, the learner should be able to:
: solve simple equations with one unknown involving real life situations |
In pairs or as individuals solve equations with one unknown
|
Where are equations used in real life?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
9 | 2 |
Algebra
|
Simple equations
|
By the end of the lesson, the learner should be able to:
: Use IT devices to learn more about equations and for enjoyment |
In pairs or as individuals use IT devices to learn more about equations
|
Where are equations used in real life?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
9 | 3 |
Algebra
|
Simple equations
|
By the end of the lesson, the learner should be able to:
: Use IT devices to learn more about equations and for enjoyment |
In pairs or as individuals use IT devices to learn more about equations
|
Where are equations used in real life?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
9 | 4 |
Algebra
|
Simple equations
|
By the end of the lesson, the learner should be able to:
s : appreciate use of equations in solving problems in real life |
solve simple equations and play digital games involving equations
|
Where are equations used in real life?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
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