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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
|
Area-Area of a rectangle
|
By the end of the lesson, the learner should be able to:
lesson, s : Prepare a 1 centimetre square. Find the area of shapes using a1centimetre square. Enjoy finding the area of shapes using a1centimetre square in real life situations |
In pairs, groups or as individuals, Prepare a 1 centimetre square.
Learner to find the area of shapes using a1centimetre square. |
How do you find the area of a rectangle using a centimetre square?
|
KLB Visionary Mathematics Grade 5 page 107
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 1 | 2 |
Measurement
|
Area-Area of a square
Area |
By the end of the lesson, the learner should be able to:
lesson Find the area of a rectangle and squares by counting one centimetre squares. Discuss in groups and present findings. Enjoy finding the area of rectangles and square in real life situations. able to: Discuss area of rectangles and squares as a product of rows and columns. Calculate area of rectangles and squares as a product of rows and columns. Appreciate area of rectangles and squares as a product of rows and columns |
In pairs, groups or as individuals, Find the area of a rectangle and squares by counting one centimetre squares.
Learners to discuss in groups and present findings. In pairs /in groups learners to discuss area of rectangles and squares as a product of rows and columns. Learner to calculate area of rectangles and squares as a product of rows and columns. |
How do you find the area of a square?
|
KLB Visionary Mathematics Grade 5 page 108-109
KLB Visionary Mathematics Grade 5 page 110-115 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 1 | 3 |
Measurement
|
Area
|
By the end of the lesson, the learner should be able to:
able to: Discuss area of rectangles and squares as a product of length and width. Calculate area of rectangles and squares as a product of length and width Appreciate area of rectangles and squares as a product of length and width |
In pairs /in groups learners to discuss area of rectangles and squares as a product of length and width.
Learner to calculate area of rectangles and squares as a product of length and width |
What is the formula for finding the area of a square?
|
KLB Visionary Mathematics Grade 5 page 116-118
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 1 | 4 |
Measurement
|
Area
|
By the end of the lesson, the learner should be able to:
able to: Use IT devices for learning more on calculating area and for enjoyment. Play digital games involving area in pairs. Appreciate calculating area in real life situations. |
In pairs /in groups learners to use IT devices for learning more on calculating area and for enjoyment.
Learner to play digital games involving length play math puzzles. |
Where area is applied in real life situations?
|
KLB Visionary Mathematics Grade 5 page 118
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 1 | 5 |
Measurement
|
Volume
Volume |
By the end of the lesson, the learner should be able to:
able to: Watch a video clip on how to find volume of cubes. Use 1 cm cubes to find the volume of larger cubes and discuss findings. Have fun finding volumes by arranging cubes. lesson Explain how to find the volume of a cuboid using 1cm cubes. use 1 cm cubes to find the volume of larger cuboids Enjoy calculating volume of cuboids in real life |
In pairs, groups or as individuals, Observe a video clip on how to find volume.
In pairs, Use 1 cm cubes to find the volume of larger cubes and discuss findings. In pairs, groups or as individuals, Explain how to find the volume of a cuboid. Learner to use 1 cm cubes to find the volume of larger cuboids and discuss findings. |
How can you find volume?
|
KLB Visionary Mathematics Grade 5 page 120-121
KLB Visionary Mathematics Grade 5 page 121-122 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 2 | 1 |
Measurement
|
Volume
|
By the end of the lesson, the learner should be able to:
able to: Discuss the formula of calculating the volume of a cube and cuboids. Calculate the volume of cube and cuboids using the formula. Enjoy calculating volume of cube and cuboids using the formula. |
In pairs, groups, Discuss the formula of calculating the volume of a cube and cuboids.
Learner to calculate the volume of cube and cuboids using the formula. |
How do you find the volume of a cube?
|
KLB Visionary Mathematics Grade 5 page 123-126
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 2 | 2 |
Measurement
|
Volume
|
By the end of the lesson, the learner should be able to:
able to: Use digital devices to find more information on volume. Play digital games involving volume for fun and enjoyment. Appreciate solving problems involving volume. |
In pairs, groups or individuals, Use digital devices to find more information on volume
Learner to play digital games involving volume for fun and enjoyment |
Where is volume applied in real life?
|
KLB Visionary Mathematics Grade 5 page 127-128
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 2 | 3 |
Measurement
|
Capacity
|
By the end of the lesson, the learner should be able to:
Discuss how to add capacity in litres and millilitres without conversion Add capacity in litres and millilitres without conversion in different situations Appreciate adding capacity in litres and millilitres without conversion in real life situations |
In pairs, groups or as individuals, Discuss how to add capacity in litres and millilitres without conversion.
Learner to add capacity in litres and millilitres without conversion in different situations |
How can we add capacity in litres and millilitres without conversion?
|
KLB Visionary Mathematics Grade 5 page 134-135
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 2 | 4 |
Measurement
|
Capacity
Capacity |
By the end of the lesson, the learner should be able to:
Discuss how to add capacity in litres and millilitres with conversion. Add capacity in litres and millilitres with conversion in different situations Appreciate adding capacity in litres and millilitres with conversion in real life situations. lesson, s : Discuss how to subtract capacity in litres and millilitres with conversion. Subtract capacity in litres and millilitres with conversion in different situations Appreciate subtracting capacity in litres and millilitres with conversion in real life situations |
In pairs, groups or as individuals, Discuss how to add capacity in litres and millilitres with conversion.
Learner to add capacity in litres and millilitres with conversion in different situations In pairs, groups or as individuals, Discuss how to subtract capacity in litres and millilitres with conversion. Learner to subtract capacity in litres and millilitres with conversion in different situations |
How can we add capacity in litres and millilitres with conversion?
|
KLB Visionary Mathematics Grade 5 page 136-137
KLB Visionary Mathematics Grade 5 page 137-138 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 2 | 5 |
Measurement
|
Capacity
|
By the end of the lesson, the learner should be able to:
lesson, s : Discuss how to subtract capacity in litres and millilitres without conversion. Subtract capacity in litres and millilitres without conversion. Appreciate subtracting capacity in litres and millilitres without conversion in real life situations |
In pairs, groups or as individuals, Discuss how to subtract capacity in litres and millilitres without conversion.
Learner to subtract capacity in litres and millilitres without conversion in different situations |
How can we subtract capacity in litres and millilitres?
|
KLB Visionary Mathematics Grade 5 page 138-140
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 3 | 1 |
Measurement
|
Capacity
|
By the end of the lesson, the learner should be able to:
lesson, s : Describe how to multiply capacity in litres and millilitres Multiply capacity in litres and millilitres in different situations Appreciate multiplying capacity in litres and millilitres in real life situations |
In pairs, groups or as individuals, Describe how to multiply capacity in litres and millilitres.
Learner to multiply capacity in litres and millilitres in different situations. |
How can we multiply capacity in litres and millilitres?
|
KLB Visionary Mathematics Grade 5 page 140-141
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 3 | 2 |
Measurement
|
Capacity
|
By the end of the lesson, the learner should be able to:
Discuss how to divide capacity in litres and millilitres Divide capacity in litres and millilitres in different situations Appreciate dividing capacity in litres and millilitres in real life situations |
In pairs, groups or as individuals, Discuss how to divide capacity in litres and millilitres.
Learner to divide capacity in litres and millilitres in different situations. |
How can we divide capacity in litres and millilitres?
|
KLB Visionary Mathematics Grade 5 page 142-143
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 3 | 3 |
Measurement
|
Mass- Gram as a unit of measuring mass
Mass |
By the end of the lesson, the learner should be able to:
lesson, s : Find the meaning of gram from digital devices or dictionary. Use a weighing balance to measure mass in grams Appreciate mass as a unit of measuring mass, Measure mass in grams of different items in class Discuss and record your results in the note book. Enjoy measuring mass in grams in real life |
In pairs, groups or as individuals, Find the meaning of gram from digital devices or dictionary.
Learner to use a weighing balance to measure mass in grams In pairs, groups or as individuals measure mass in grams of different items in class |
What is the meaning of mass?
|
KLB Visionary Mathematics Grade 5 page 144-145
KLB Visionary Mathematics Grade 5 page 145-146 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 3 | 4 |
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
|
|
| 3 | 5 |
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
|
|
| 4 | 1 |
Measurement
|
Time
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 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
|
|
| 4 | 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
|
|
| 4 | 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
|
|
| 4 | 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
|
|
| 4 | 5 |
Measurement
|
Time
Time |
By the end of the lesson, the learner should be able to:
Divide minutes and seconds by whole numbers in real life situations Use IT devices in learning more on time and enjoyment |
In pairs, groups or as individuals determine time durations in minutes and seconds using different operations 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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
Measurement
|
Money
Money |
By the end of the lesson, the learner should be able to:
Identify importance of tax to the governments Identify services provided by banks in real life situations |
In pairs or groups discuss the importance of taxes to the governments
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
|
|
| 5 | 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
|
|
| 6 | 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
|
|
| 6 | 2 |
Measurement
Geometry |
Money
Lines |
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 strands, Identify horizontal lines in different situations |
In pairs or as individuals use IT devices to learn more about, taxes budgeting and bank services
In pairs or groups identify lines in the classroom and within the environment |
How can you save money?
|
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:
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 | 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
|
|
| 6 | 5 |
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
|
|
| 7 | 1 |
Geometry
|
Lines
Lines |
By the end of the lesson, the learner should be able to:
Identify and draw parallel lines different situations use IT devices to learn more about lines and leisure |
In pairs or groups describe lines in the environment and identify them as parallel lines.
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 | 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
Angles |
By the end of the lesson, the learner should be able to:
identify the degree as a unit of measuring angle Measure angles in degrees in different situations |
In pairs, groups or as individuals divide a 10oangle into 10 equal parts and identify each part as equal to 1 degree
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 | 1 |
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 | 2 |
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 | 3 |
Geometry
|
3-D Objects
3-D Objects |
By the end of the lesson, the learner should be able to:
: Describe 3-D objects in the environment s : Describe 2-D shapes in 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 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
|
|
| 8 | 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
|
|
| 8 | 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
|
|
| 9 |
Assessments and closing |
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