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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Measurement
|
Mass
|
By the end of the lesson, the learner should be able to:
Use IT devices for learning more on mass and for enjoyment |
In pairs or groups play digital games involving mass
|
What is the importance of measuring mass?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 1 | 2 |
Measurement
|
Time
|
By the end of the lesson, the learner should be able to:
Identify the second as a unit of measuring time |
In pairs, groups or as individuals carry out activities taking 10 seconds. Let learners relate the activities to what can be done in one tenth of the time taken to do the activity. The time taken is 1 second
In pairs, groups or as individuals measure time taken to do various activities in seconds |
How can we read time?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 1 | 3 |
Measurement
|
Time
|
By the end of the lesson, the learner should be able to:
Identify the second as a unit of measuring time |
In pairs, groups or as individuals carry out activities taking 10 seconds. Let learners relate the activities to what can be done in one tenth of the time taken to do the activity. The time taken is 1 second
In pairs, groups or as individuals measure time taken to do various activities in seconds |
How can we read time?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 1 | 4 |
Measurement
|
Time
|
By the end of the lesson, the learner should be able to:
Identify the relationship between the minute and the second in real life situations |
In pairs or groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches
|
How can we read time?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 1 | 5 |
Measurement
|
Time
|
By the end of the lesson, the learner should be able to:
Convert minutes to seconds and seconds to minutes in real life |
In pairs or groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches
|
How can we read time?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 2 | 1 |
Measurement
|
Time
|
By the end of the lesson, the learner should be able to:
Add minutes and seconds with conversion in real life situations |
In pairs, groups or as individuals determine time durations in minutes and seconds using different operations in real life situations
|
How can we read time?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 2 | 2 |
Measurement
|
Time
|
By the end of the lesson, the learner should be able to:
Add minutes and seconds with conversion in real life situations |
In pairs, groups or as individuals determine time durations in minutes and seconds using different operations in real life situations
|
How can we read time?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 2 | 3 |
Measurement
|
Time
|
By the end of the lesson, the learner should be able to:
Subtract minutes and seconds with conversion in real life situations |
In pairs, groups or as individuals determine time durations in minutes and seconds using different operations in real life situations
|
How can we read time?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 2 | 4 |
Measurement
|
Time
|
By the end of the lesson, the learner should be able to:
Multiply minutes and seconds by whole numbers in real life situations |
In pairs, groups or as individuals determine time durations in minutes and seconds using different operations in real life situations
|
How can we read time?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 2 | 5 |
Measurement
|
Time
|
By the end of the lesson, the learner should be able to:
Divide minutes and seconds by whole numbers in real life situations |
In pairs, groups or as individuals determine time durations in minutes and seconds using different operations in real life situations
|
How can we read time?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 3 | 1 |
Measurement
|
Time
|
By the end of the lesson, the learner should be able to:
Use IT devices in learning more on time and enjoyment |
In pairs or as individuals use IT devices to play games involving time.
|
How can we read time?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 3 | 2 |
Measurement
|
Time
|
By the end of the lesson, the learner should be able to:
Use IT devices in learning more on time and enjoyment |
In pairs or as individuals use IT devices to play games involving time.
|
How can we read time?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 3 | 3 |
Measurement
|
Time
|
By the end of the lesson, the learner should be able to:
appreciate use of minutes and seconds as units of measuring time in real life situations |
In pairs or as individuals use IT devices to play games involving time.
|
How can we read time?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 3 | 4 |
Measurement
|
Money
|
By the end of the lesson, the learner should be able to:
Identify the importance of a budget in real life |
In pairs, groups discuss the importance of a budget
|
How do you manage your money?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 3 | 5 |
Measurement
|
Money
|
By the end of the lesson, the learner should be able to:
Identify the importance of a budget in real life |
In pairs, groups discuss the importance of a budget
|
How do you manage your money?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 4 | 1 |
Measurement
|
Money
|
By the end of the lesson, the learner should be able to:
Explain meaning of tax in real life |
In pairs or groups discuss meaning of tax.
|
What is the importance of paying taxes?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 4 | 2 |
Measurement
|
Money
|
By the end of the lesson, the learner should be able to:
Identify importance of tax to the governments |
In pairs or groups discuss the importance of taxes to the governments
|
What is the importance of paying taxes?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 4 | 3 |
Measurement
|
Money
|
By the end of the lesson, the learner should be able to:
Identify services provided by banks in real life situations |
In pairs or groups discuss provision of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks
|
What is the importance of paying taxes?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 4 | 4 |
Measurement
|
Money
|
By the end of the lesson, the learner should be able to:
Identify factors to consider in order to save wisely |
In pairs or groups discuss factors to consider when saving money and share with others.
|
How can you save money?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 4 | 5 |
Measurement
|
Money
|
By the end of the lesson, the learner should be able to:
Identify factors to consider in order to save wisely |
In pairs or groups discuss factors to consider when saving money and share with others.
|
How can you save money?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 5 | 1 |
Measurement
|
Money
|
By the end of the lesson, the learner should be able to:
Identify factors to consider in order to save wisely |
In pairs or groups discuss factors to consider when saving money and share with others.
|
How can you save money?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 5 | 2 |
Measurement
|
Money
|
By the end of the lesson, the learner should be able to:
Use IT devices to learn more about budgeting and bank services in real life |
In pairs or as individuals use IT devices to learn more about, taxes budgeting and bank services
|
How can you save money?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
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
|
|
| 7 | 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
|
|
| 7 | 2 |
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
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 7 | 5 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 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
|
|
| 8 | 3 |
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
|
|
| 8 | 4 |
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
|
|
| 8 | 5 |
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
|
|
| 9 | 1 |
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
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
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
|
|
| 9 | 4 |
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
|
|
| 9 | 5 |
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
|
|
| 10 | 1 |
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
|
|
| 10 | 2 |
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
|
|
| 10 | 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
|
|
| 10 | 4 |
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
|
|
| 10 | 5 |
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
|
|
| 11 | 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
|
|
| 11 | 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
|
|
| 11 | 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
|
|
| 11 | 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
|
|
| 11 | 5 |
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
|
|
| 12 | 1 |
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
|
|
| 12 | 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
|
|
| 12 | 3 |
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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