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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
REVISION OF PREVIOUS WORK |
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| 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
Length |
By the end of the lesson, the learner should be able to:
lesson, s : Discuss how to measure length in kilometres. Measure length in kilometres using a metre rule or string Appreciate use of addition in real life Estimate distance in kilometres Measure the actual distance and compare with the estimated distance Enjoy measuring and estimating distance in kilometres |
In pairs, groups, Discuss how to measure length in kilometres
Learner to measure length in kilometres using a metre rule or string In pairs, groups or as individuals measure the actual distance and compare with the estimated distance |
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
Length 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. lesson, s : Identify how to convert kilometres into metres Convert kilometres to metres in different situations Appreciate converting kilometres to metres in real life situations Identify how to convert metres into kilometres Convert metres into kilometres in different situations Appreciate converting metres into kilometres in real life situations |
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. In pairs, groups or as individuals Identify how to convert kilometres into metres. Learner to convert kilometres to metres in different situations. In pairs, groups or as individuals, Identify how to convert metres into kilometres. Learner to convert metres into kilometres in different situations |
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
Length |
By the end of the lesson, the learner should be able to:
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 Tell how to add length in kilometres and metres with conversion of units. Add length in kilometres and metres with conversion of units in different situations |
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. Learner is guided in groups to tell how to add length in kilometres and metres with conversion of units. Learner to add length in kilometres and metres with 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 |
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| 2 | 4 |
Measurement
|
Length
Length Length |
By the end of the lesson, the learner should be able to:
lesson, s : 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 Explain how to subtract length in kilometres and metres with conversion. Subtract length in kilometres and metres in different situations Enjoy subtracting length in kilometres and metres in real life situation Explain how to multiply length in kilometres and metres Multiply length in kilometres and metres in different situations Enjoy multiplying length in kilometres and metres 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 Learner is guided in groups to discuss how to subtract length in kilometres and metres Learner to subtract length in kilometres and metres in different situations Learner is guided individually or in groups to multiply length 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:
lesson, s 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. lesson, s : Identify a square centimeter (cm3) as a unit of measuring area. Use cutouts to measure area of different items Appreciate the square centimeter as a unit of measuring area |
Learner is guided individually or in groups to divide length in kilometres and metres in different situations
In pairs, groups or as individuals Identify a square centimeter (cm3) as a unit of measuring area. Learner to demonstrate using cutouts on measuring area of different items |
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:
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 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. |
In pairs, groups or as individuals, Prepare a 1 centimetre square.
Learner to find the area of shapes using a1centimetre square. 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. |
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
Area 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 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 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 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 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. 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 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. |
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
Volume |
By the end of the lesson, the learner should be able to:
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. 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. |
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. 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. |
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
Volume Volume |
By the end of the lesson, the learner should be able to:
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 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. 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 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. 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. 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 |
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
Capacity |
By the end of the lesson, the learner should be able to:
lesson Identify milliliter (ml) as a unit of measuring capacity. Measure capacity in millilitres using a straw. Appreciate millilitre as a unit of measuring capacity. able to: Watch a video clip on measuring capacity in millilitres using a digital device Use small containers of different sizes to measure capacity in millilitres Have fun measuring capacity in millilitres. |
In pairs, groups or individuals identify milliliter (ml) as a unit of measuring capacity
Learner to measure capacity in millilitres using a straw. In pairs, groups or individuals use small containers of different sizes to measure capacity in millilitres |
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
Capacity Capacity |
By the end of the lesson, the learner should be able to:
lesson, 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 lesson, s : Identify the relationship between litres and millilitres Demonstrate the relationship between litres and millilitres Appreciate the relationship between litres and millilitres Explain how to convert litres into millilitres Convert litres into millilitres in different situations Have fun converting litres into millilitres in real life situations |
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. In pairs, groups or as individuals identify the relationship between litres and millilitres Learner to demonstrate the relationship between litres and millilitres In pairs, groups or as individuals, Explain how to convert litres into millilitres. Learners to convert litres into millilitres in different situations |
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
Capacity |
By the end of the lesson, the learner should be able to:
lesson, s ; Explain how to convert millilitres into litres Convert millilitres into litres in different situations Have fun converting millilitres into litres in real life situations 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, explain how to convert millilitres into litres.
Learner to convert millilitres into litres in different 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 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
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 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 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 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 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
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 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, Describe how to multiply capacity in litres and millilitres.
Learner to multiply capacity in litres and millilitres in different 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 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:
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 Use IT devices for learning more on mass and for enjoyment |
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 In pairs or groups play digital games involving mass |
What is the meaning of mass?
|
KLB Visionary Mathematics Grade 5 page 144-145
KLB Visionary Mathematics Grade 5 page 145-146 KICD Mathematics Curriculum Design |
Written tests
Oral questions
Observation
Assessment tests
|
|
| 5 | 1 |
Measurement
|
Time
Time |
By the end of the lesson, the learner should be able to:
Identify the second as a unit of measuring time Identify the relationship between the minute and the second in real life situations |
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 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
|
|
| 5 | 2 |
Measurement
|
Time
Time |
By the end of the lesson, the learner should be able to:
Convert minutes to seconds and seconds to minutes in real life Add minutes and seconds with conversion 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
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
|
|
| 5 | 3 |
Measurement
|
Time
Time Time |
By the end of the lesson, the learner should be able to:
Subtract minutes and seconds with conversion in real life situations Multiply minutes and seconds by whole numbers in real life situations 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
|
|
| 5 | 4 |
Measurement
|
Time
Time |
By the end of the lesson, the learner should be able to:
Use IT devices in learning more on time and enjoyment 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 | 5 |
Measurement
|
Money
Money Money |
By the end of the lesson, the learner should be able to:
Identify the importance of a budget in real life Explain meaning of tax in real life Identify importance of tax to the governments |
In pairs, groups discuss the importance of a budget
In pairs or groups discuss meaning of tax. In pairs or groups discuss the importance of taxes to the governments |
How do you manage your money?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 6 |
MID TERM EXAM |
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| 6 | 4 |
Measurement
|
Money
Money |
By the end of the lesson, the learner should be able to:
Identify services provided by banks in real life situations Identify factors to consider in order to save wisely |
In pairs or groups discuss provision of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks
In pairs or groups discuss factors to consider when saving money and share with others. |
What is the importance of paying taxes?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 6 | 5 |
Measurement
Geometry |
Money
Money Lines |
By the end of the lesson, the learner should be able to:
Identify factors to consider in order to save wisely Use IT devices to learn more about budgeting and bank services in real life strands, Identify horizontal lines in different situations |
In pairs or groups discuss factors to consider when saving money and share with others.
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
|
|
| 7 | 1 |
Geometry
|
Lines
Lines |
By the end of the lesson, the learner should be able to:
s : Draw horizontal lines in different salutations s : Identify and draw vertical lines in different situations |
In pairs, groups or as individuals draw horizontal lines to represent real life 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
|
|
| 7 | 2 |
Geometry
|
Lines
Lines Lines |
By the end of the lesson, the learner should be able to:
Identify and draw perpendicular lines in different situations 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 perpendicular lines
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 | 3 |
Geometry
|
Angles
Angles |
By the end of the lesson, the learner should be able to:
s : Relate a turn to angles in real life Identify the use of angles in the environment |
In pairs, groups or as individuals make clockwise, quarter and half turn, and relate them to 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
Angles Angles |
By the end of the lesson, the learner should be able to:
s : measure angles using a unit angle identify the degree as a unit of measuring angle Measure angles in degrees in different situations |
In pairs, groups or as individuals make a unit angle and use it to measure angles in the environment 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
|
|
| 7 | 5 |
Geometry
|
Angles
Angles |
By the end of the lesson, the learner should be able to:
s : Use IT devices to create and learn more about angles 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 | 1 |
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 | 2 |
Geometry
Data Handling |
3-D Objects
3-D Objects Data Representation |
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 appreciate the use of 3-D objects in the environment : Collect and represent data using tables from real life situations |
In pairs or individuals use IT devices to learn more about 3-D objects
In pairs, groups or as individuals collect data and organize it in a table from real life situations |
Where are 3-D objects used in the environment?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 8 | 3 |
Data Handling
|
Data Representation
Data Representation |
By the end of the lesson, the learner should be able to:
: Represent data through piling from real life situations Interpret data represented through piling from real life situations |
In pairs, groups or as individuals represent data by piling similar objects like match boxes vertically
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
|
|
| 8 | 4 |
Data Handling
Algebra |
Data Representation
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 Appreciate use frequency tables in real life Form simple equations with one unknown involving real life situations |
In pairs or as individuals use IT devices to learn more on representing data in tables
In pairs or as individuals use IT devices to play digital games on representing data in tables In pairs, groups or as individuals form equations with one unknown |
Why is representing data in tables important?
|
KICD Mathematics Curriculum Design
|
Written exercises
Oral questions Observation Group discussion Project
|
|
| 8 | 5 |
Algebra
|
Simple equations
Simple equations Simple equations Simple equations |
By the end of the lesson, the learner should be able to:
: solve simple equations with one unknown involving real life situations Use IT devices to learn more about equations and for enjoyment s : appreciate use of equations in solving problems in real life |
In pairs or as individuals solve equations with one unknown
In pairs or as individuals use IT devices to learn more about equations solve simple equations and play digital games involving equations |
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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Your Name Comes Here