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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
REVISION OF PREVIOUS WORK |
||||||||
| 1 | 2 |
Measurement
|
Length
|
By the end of the
lesson, the learner
should be able to:
Identify kilometer as a unit of measuring length. Approximate distance in kilometres. Appreciate kilometer as a unit for measuring distance. |
In pairs, groups or as individuals, Identify kilometer as a unit of measuring length
Learner to approximate distance in kilometres |
What is a kilometre?
|
KLB Visionary Mathematics Grade 5 page 92-93
|
Written tests
Oral questions
Observation
Assessment tests
|
|
| 1 | 3 |
Measurement
|
Length
|
By the end of the
lesson, the learner
should be able to:
Discuss how to measure length in kilometres. Measure length in kilometres using a metre rule or string Appreciate use of addition in real life |
In pairs, groups, Discuss how to measure length in kilometres
Learner to measure length in kilometres using a metre rule or string |
How do you measure length in kilometres?
|
KLB Visionary Mathematics Grade 5 page 93
KLB Visionary Mathematics Grade 5 page 92 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 1 | 4 |
Measurement
|
Length
|
By the end of the
lesson, the learner
should be able to:
Discuss the relationship between the metre and the kilometre. Show the relationship between the metre and the kilometre. Appreciate the relationship between the metre and the kilometre. |
In pairs, groups or as individuals watch a video clip on the relationship between the metre and the kilometre.
Learner to show the relationship between the metre and the kilometre. |
What is the relationship between metres and kilometres?
|
KLB Visionary Mathematics Grade 5 page 94
KLB Visionary Mathematics Grade 5 page 94-95 KLB Visionary Mathematics Grade 5 page 95-96 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 1 | 5 |
Measurement
|
Length
|
By the end of the
lesson, the learner
should be able to:
Tell how to add length in kilometres and metres without conversion of units. Add length in kilometres and metres without conversion of units in different situations Enjoy adding length in kilometres and metres in real life situation |
Learner is guided in groups to tell how to add length in kilometres and metres without conversion of units.
Learner to add length in kilometres and metres without conversion of units in different situations. |
How do you add length in kilometres and metres without conversion of units?
|
KLB Visionary Mathematics Grade 5 page 96-97
KLB Visionary Mathematics Grade 5 page 98-99 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 2 |
OPENER EXAM |
||||||||
| 2 | 4 |
Measurement
|
Length
|
By the end of the
lesson, the learner
should be able to:
Discuss how to subtract length in kilometres and metres without conversion. Subtract length in kilometres and metres without conversion in different situations Enjoy subtracting length in kilometres and metres without conversion in real life situation |
Learner is guided in groups to discuss how to subtract length in kilometres and metres without conversion.
Learner to subtract length without conversion in kilometres and metres in different situations |
How do you subtract length in kilometres and metres without conversion?
|
KLB Visionary Mathematics Grade 5 page 100-101
KLB Visionary Mathematics Grade 5 page 101-102 KLB Visionary Mathematics Grade 5 page 103-104 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 2 | 5 |
Measurement
|
Length
Area |
By the end of the
lesson, the learner
should be able to:
Explain how to divide length in kilometres and metres Divide length in kilometres and metres in different situations. Enjoy dividing length in kilometres and metres in real life situation. |
Learner is guided individually or in groups to divide length in kilometres and metres in different situations
|
How do you divide length in kilometres and metres?
|
KLB Visionary Mathematics Grade 5 page 104-105
KLB Visionary Mathematics Grade 5 page 106-107 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 3 | 1 |
Measurement
|
Area-Area of a rectangle
Area-Area of a square |
By the end of the
lesson, the learner
should be able to:
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
KLB Visionary Mathematics Grade 5 page 108-109 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 3 | 2 |
Measurement
|
Area
|
By the end of the
lesson, the learner
should be 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 /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. |
Are you able to find the area by multiplying rows and columns?
|
KLB Visionary Mathematics Grade 5 page 110-115
KLB Visionary Mathematics Grade 5 page 116-118 KLB Visionary Mathematics Grade 5 page 118 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 3 | 3 |
Measurement
|
Volume
|
By the end of the
lesson, the learner
should be able to:
Identify cubic centimeter (cm3) as a unit of measuring volume. Make a 1 centimetre cube using plasticine or clay. Appreciate cubic centimeter (cm3) as a unit of measuring volume. |
In pairs, groups or as individuals, identify cubic centimeter (cm3) as a unit of measuring volume.
Learner to make a 1 centimetre cube using plasticine or clay. |
What is volume?
|
KLB Visionary Mathematics Grade 5 page 119
KLB Visionary Mathematics Grade 5 page 120-121 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 3 | 4 |
Measurement
|
Volume
|
By the end of the
lesson, the learner
should be able to:
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, 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 do you find the volume of a cuboid?
|
KLB Visionary Mathematics Grade 5 page 121-122
KLB Visionary Mathematics Grade 5 page 123-126 KLB Visionary Mathematics Grade 5 page 127-128 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 3 | 5 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
Identify milliliter (ml) as a unit of measuring capacity. Measure capacity in millilitres using a straw. Appreciate millilitre as a unit of measuring capacity. |
In pairs, groups or individuals identify milliliter (ml) as a unit of measuring capacity
Learner to measure capacity in millilitres using a straw. |
Where do we use millilitres in real life?
|
KLB Visionary Mathematics Grade 5 page 129
KLB Visionary Mathematics Grade 5 page 129-130 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 4 | 1 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
Collet small containers and estimate the capacity of each container. Measure actual capacity of the containers and compare it with the estimated capacity. Enjoy estimating and measuring capacity in millilitres |
In pairs, groups or as individuals Collet small containers and estimate the capacity of each container.
Learner to measure actual capacity of the containers and compare it with the estimated capacity. |
How can we estimate capacity in litres?
|
KLB Visionary Mathematics Grade 5 page 130-131
KLB Visionary Mathematics Grade 5 page 131-132 KLB Visionary Mathematics Grade 5 page 132-133 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 4 | 2 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
Explain how to convert millilitres into litres Convert millilitres into litres in different situations Have fun converting millilitres into litres in real life situations |
In pairs, groups or as individuals, explain how to convert millilitres into litres.
Learner to convert millilitres into litres in different situations |
How can we convert millilitres into litres?
|
KLB Visionary Mathematics Grade 5 page 133-134
KLB Visionary Mathematics Grade 5 page 134-135 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 4 | 3 |
Measurement
|
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. |
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 |
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 KLB Visionary Mathematics Grade 5 page 138-140 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 4 | 4 |
Measurement
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
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
KLB Visionary Mathematics Grade 5 page 142-143 |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 4 | 5 |
Measurement
|
Mass- Gram as a unit of measuring mass
Mass Mass |
By the end of the
lesson, the learner
should be able to:
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, |
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 |
What is the meaning of mass?
|
KLB Visionary Mathematics Grade 5 page 144-145
KLB Visionary Mathematics Grade 5 page 145-146 KLB Visionary Mathematics |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 5 | 1 |
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?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 5 | 2 |
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?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 5 | 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?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 5 | 4 |
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?
|
KLB Visionary Mathematics
|
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 the importance of a budget in real life |
In pairs, groups discuss the importance of a budget
|
How do you manage your money?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 6 |
MID TERM EXAM |
||||||||
| 6 | 4 |
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?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 6 | 5 |
Measurement
Geometry |
Money
Lines |
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?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 7 | 1 |
Geometry
|
Lines
|
By the end of the
lesson, the learner
should be able to:
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?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 7 | 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?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 7 | 3 |
Geometry
|
Angles
|
By the end of the
lesson, the learner
should be able to:
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?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 7 | 4 |
Geometry
|
Angles
|
By the end of the
lesson, the learner
should be able to:
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?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 7 | 5 |
Geometry
|
Angles
|
By the end of the
lesson, the learner
should be able to:
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?
|
KLB Visionary Mathematics
KICD Mathematics Curriculum Design |
Written exercises
Oral questions Observation Group discussion Project
|
|
| 8 | 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
|
|
| 8 | 2 |
Geometry
Data Handling |
3-D Objects
Data Representation |
By the end of the
lesson, the learner
should be able to:
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
KLB Visionary Mathematics |
Written exercises
Oral questions Observation Group discussion Project
|
|
| 8 | 3 |
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?
|
KLB Visionary Mathematics
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 8 | 4 |
Data Handling
Algebra |
Data Representation
Simple equations |
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?
|
KLB Visionary Mathematics
KLB Visionary Mathematics |
Written exercises
Oral questions Observation Group discussion Project
|
|
| 8 | 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
KICD Mathematics Curriculum Design |
Written exercises
Oral questions Observation Group discussion Project
|
|
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