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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to sort and group different objects according same size |
Learners in pairs/groups to collect different types of objects.
Learners in pairs/groups to sort objects with the same attributes and group them together. |
How can we group objects of the same size
|
Sticks
Stones Books Pencils JKF Primary Mathematics Learner |
Observe how learners collect, sort and group objects.
|
|
| 1 | 2 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to sort and group different objects according same size |
Learners in pairs/groups to collect different types of objects.
Learners in pairs/groups to sort objects with the same attributes and group them together. |
How can we group objects of the same size
|
Sticks
Stones Books Pencils JKF Primary Mathematics Learner |
Observe how learners collect, sort and group objects.
|
|
| 1 | 3 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to sort and group different objects according same size |
Learners in pairs/groups to collect different types of objects.
Learners in pairs/groups to sort objects with the same attributes and group them together. |
How can we group objects of the same size
|
Sticks
Stones Books Pencils JKF Primary Mathematics Learner |
Observe how learners collect, sort and group objects.
|
|
| 1 | 4 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
sort and group different objects according to colour. |
Learners in
pairs/groups to sort objects with same colours and group them together. Learners in groups /pairs collecting and presenting different objects of different colours |
How can we
group items
having
different
colours?
|
Textbooks
Exercise books Pens Sharpeners Bottles JKF Primary Mathematics Learner |
Observe how
learners collect,
sort and group
objects of
different colours
Giving out in
class exercise
|
|
| 1 | 5 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
sort and group different objects according to colour. |
Learners in
pairs/groups to sort objects with same colours and group them together. Learners in groups /pairs collecting and presenting different objects of different colours |
How can we
group items
having
different
colours?
|
Textbooks
Exercise books Pens Sharpeners Bottles JKF Primary Mathematics Learner |
Observe how
learners collect,
sort and group
objects of
different colours
Giving out in
class exercise
|
|
| 2 | 1 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
sort and group items according to shape |
Learners in
pairs/groups to collect different types of objects of different shapes. Learners in groups/pairs to sort objects with same shape |
How can we
group items
having
different
shapes?
|
Balls
Cups Spoons Wooden items within the class JKF Primary Mathematics Learner |
Observe learners
collecting and
sorting different
items
|
|
| 2 | 2 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
sort and group items according to shape |
Learners in
pairs/groups to collect different types of objects of different shapes. Learners in groups/pairs to sort objects with same shape |
How can we
group items
having
different
shapes?
|
Balls
Cups Spoons Wooden items within the class JKF Primary Mathematics Learner |
Observe learners
collecting and
sorting different
items
|
|
| 2 | 3 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
sort and group items according to shape |
Learners in
pairs/groups to collect different types of objects of different shapes. Learners in groups/pairs to sort objects with same shape |
How can we
group items
having
different
shapes?
|
Balls
Cups Spoons Wooden items within the class JKF Primary Mathematics Learner |
Observe learners
collecting and
sorting different
items
|
|
| 2 | 4 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
sort and group items of different sizes |
Learners in
pairs/groups sorting and grouping items of same sizes and grouping them together |
How can we
sort and group
items having
different sizes?
|
Pencils
Sticks Stones Bottles JKF Primary Mathematics Learner |
Observe learners
collecting,
sorting and
grouping items
according to
their shapes
|
|
| 2 | 5 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
sort and group items of different sizes |
Learners in
pairs/groups sorting and grouping items of same sizes and grouping them together |
How can we
sort and group
items having
different sizes?
|
Pencils
Sticks Stones Bottles JKF Primary Mathematics Learner |
Observe learners
collecting,
sorting and
grouping items
according to
their shapes
|
|
| 3 | 1 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
sort and group different items according to their use |
Learners in
pairs/groups to collect different types of safe objects Learners in pairs/groups sorting items of the same use and group them together |
How can we
group items
according to
their use?
|
Spoons and
plates Books and pens chalks JKF Primary Mathematics Learner |
Observe learners
collecting,
sorting and
grouping
different objects
|
|
| 3 | 2 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
sort and group different items according to their use |
Learners in
pairs/groups to collect different types of safe objects Learners in pairs/groups sorting items of the same use and group them together |
How can we
group items
according to
their use?
|
Spoons and
plates Books and pens chalks JKF Primary Mathematics Learner |
Observe learners
collecting,
sorting and
grouping
different objects
|
|
| 3 | 3 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
sort and group different items according to their use |
Learners in
pairs/groups to collect different types of safe objects Learners in pairs/groups sorting items of the same use and group them together |
How can we
group items
according to
their use?
|
Spoons and
plates Books and pens chalks JKF Primary Mathematics Learner |
Observe learners
collecting,
sorting and
grouping
different objects
|
|
| 3 | 4 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
sort and group different items according to their use |
Learners in
pairs/groups to collect different types of safe objects Learners in pairs/groups sorting items of the same use and group them together |
How can we
group items
according to
their use?
|
Spoons and
plates Books and pens chalks JKF Primary Mathematics Learner |
Observe learners
collecting,
sorting and
grouping
different objects
|
|
| 3 | 5 |
Numbers
|
Number
concept
|
By the end of the
lesson, the learner
should be able to:
represent number up to 10 using objects |
"Learners in
groups/pairs to" represent numbers up to 10 using objects. guide learners to fill in the tables |
"How do you
represent"
numbers using
objects
|
"Books and
pens" learner |
"Observing the
learners sort"
different items
according to
shape, size and
colour.
|
|
| 4 | 1 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to pair and match objects in the environment |
Learners in pairs/groups to play digital games involving sorting and grouping objects according
to different attributes |
How can we pair and match objects?
|
News papers
Text books JKF Primary Mathematics Learner |
|
|
| 4 | 2 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to pair and match objects in the environment |
Learners in pairs/groups to play digital games involving sorting and grouping objects according
to different attributes |
How can we pair and match objects?
|
News papers
Text books JKF Primary Mathematics Learner |
|
|
| 4 | 3 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to pair and match objects in the environment |
Learners in pairs/groups to play digital games involving sorting and grouping objects according
to different attributes |
How can we pair and match objects?
|
News papers
Text books JKF Primary Mathematics Learner |
|
|
| 4 | 4 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to pair and match objects in the environment |
Learners in pairs/groups to play digital games involving sorting and grouping objects according
to different attributes |
How can we pair and match objects?
|
News papers
Text books JKF Primary Mathematics Learner |
|
|
| 4 | 5 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to pair and match objects to establish |
Learners in groups/pairs to pair and match objects to establish less than and more than
Learners in pairs/groups to pair and match objects to establish same as |
How do you identify less than?
How do you identify
|
Number of boys and girls
Number of books Chairs and tables in class Text books JKF Primary Mathematics Learner |
In class exercise
Observing learners counting objects
|
|
| 5 | 1 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to pair and match objects to establish |
Learners in pairs/groups to pair and match objects to establish those ones that are
|
How do you identify
|
Text book
JKF Primary Mathematics Learner |
In class exercise
Observation
|
|
| 5 | 2 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to pair and match objects to establish |
Learners in pairs/groups to pair and match objects to establish those ones that are
|
How do you identify
|
Text book
JKF Primary Mathematics Learner |
In class exercise
Observation
|
|
| 5 | 3 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to pair and match objects to establish |
Learners in pairs/groups to pair and match objects to establish those ones that are
|
How do you identify
|
Text book
JKF Primary Mathematics Learner |
In class exercise
Observation
|
|
| 5 | 4 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to pair and match objects to establish |
Learners in pairs/groups to pair and match objects to establish those ones that are
|
How do you identify
|
Text book
JKF Primary Mathematics Learner |
In class exercise
Observation
|
|
| 5 | 5 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to pair and match objects to establish |
Learners in pairs/groups to pair and match objects to establish those ones that are
|
How do you identify
|
Text book
JKF Primary Mathematics Learner |
In class exercise
Observation
|
|
| 6 | 1 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
order and sequence objects in ascending order |
"Learners in pairs/groups to order objects
according to size" from smallest to biggest |
What is an ascending order?
|
"JKF Primary Mathematics Learner
|
"Observing learners ordering items
from smallest to"
biggest
|
|
| 6 | 2 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
order and sequence objects in ascending order |
"Learners in pairs/groups to order objects
according to size" from smallest to biggest |
What is an ascending order?
|
"JKF Primary Mathematics Learner
|
"Observing learners ordering items
from smallest to"
biggest
|
|
| 6 | 3 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
order and sequence objects in ascending order |
"Learners in pairs/groups to order objects
according to size" from smallest to biggest |
What is an ascending order?
|
"JKF Primary Mathematics Learner
|
"Observing learners ordering items
from smallest to"
biggest
|
|
| 6 | 4 |
Number
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to: order and sequence objects from the biggest to the smallest (descending order) |
Learners in pairs/groups to collect objects of different sizes
Learners in pairs/groups to order objects according to size from the biggest to smallest |
How ca we order objects from the biggest to the smallest
|
JKF Primary Mathematics Learner
|
In class exercise
Observing learners doing the ordering of objects from the biggest to the smallest
|
|
| 6 | 5 |
Number
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to: order and sequence objects from the biggest to the smallest (descending order) |
Learners in pairs/groups to collect objects of different sizes
Learners in pairs/groups to order objects according to size from the biggest to smallest |
How ca we order objects from the biggest to the smallest
|
JKF Primary Mathematics Learner
|
In class exercise
Observing learners doing the ordering of objects from the biggest to the smallest
|
|
| 7 | 1 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to: make patterns using real objects |
Learners in pairs/small groups to identify patterns from any given source
Learners in pairs/groups to make patterns using real objects |
How do you make patterns? How do you identify patterns?
|
Text books
Roof patterns Wall patterns JKF Primary Mathematics Learner |
Observing learners making patterns
Exercise on patterns in groups
|
|
| 7 | 2 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to: make patterns using real objects |
Learners in pairs/small groups to identify patterns from any given source
Learners in pairs/groups to make patterns using real objects |
How do you make patterns? How do you identify patterns?
|
Text books
Roof patterns Wall patterns JKF Primary Mathematics Learner |
Observing learners making patterns
Exercise on patterns in groups
|
|
| 7 | 3 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to: make patterns using real objects |
Learners in pairs/small groups to identify patterns from any given source
Learners in pairs/groups to make patterns using real objects |
How do you make patterns? How do you identify patterns?
|
Text books
Roof patterns Wall patterns JKF Primary Mathematics Learner |
Observing learners making patterns
Exercise on patterns in groups
|
|
| 7 | 4 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
leaner recite number names in order up to 50 |
Learner to recite number names up to 50
Learners in small groups to bring sticks and stones from outside the class for counting |
How many?
|
Chalkboard
Sticks Stones Chart JKF Primary Mathematics Learner |
Counting along with learners
Observing learners count objects
Oral counting by learners
|
|
| 7 | 5 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
leaner recite number names in order up to 50 |
Learner to recite number names up to 50
Learners in small groups to bring sticks and stones from outside the class for counting |
How many?
|
Chalkboard
Sticks Stones Chart JKF Primary Mathematics Learner |
Counting along with learners
Observing learners count objects
Oral counting by learners
|
|
| 8 | 1 |
Numbers
|
Number
concept
|
By the end of the
lesson, the learner
should be able to:
able to represent numbers 1-30 using concrete objects" |
"Learners to
represent concrete" objects as well as their body parts |
How many?
|
" Chairs tables
Fingers" JKF Primary Mathematics Learner |
"Observe learners
count concrete"
objects
|
|
| 8 | 2 |
Numbers
|
Number
concept
|
By the end of the
lesson, the learner
should be able to:
able to represent numbers 1-30 using concrete objects" |
"Learners to
represent concrete" objects as well as their body parts |
How many?
|
" Chairs tables
Fingers" JKF Primary Mathematics Learner |
"Observe learners
count concrete"
objects
|
|
| 8 | 3 |
Numbers
|
Number
concept
|
By the end of the
lesson, the learner
should be able to:
able to represent numbers 1-30 using concrete objects" |
"Learners to
represent concrete" objects as well as their body parts |
How many?
|
" Chairs tables
Fingers" JKF Primary Mathematics Learner |
"Observe learners
count concrete"
objects
|
|
| 8 | 1-4 |
Numbers
|
Number
concept
|
By the end of the
lesson, the learner
should be able to:
able to represent numbers 1-30 using concrete objects" |
"Learners to
represent concrete" objects as well as their body parts |
How many?
|
" Chairs tables
Fingers" JKF Primary Mathematics Learner |
"Observe learners
count concrete"
objects
|
|
| 8 |
MID TERM BREAK |
||||||||
| 9 | 1 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to: demonstrate through counting that a group in all situations has only one count |
Learners to demonstrate that any given group has only one count
|
How do you count this?
|
Text books
Chalkboard Body parts Chairs Classes JKF Primary Mathematics Learner |
Observe learners count objects of different groups In class exercise
|
|
| 9 | 2 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to: demonstrate through counting that a group in all situations has only one count |
Learners to demonstrate that any given group has only one count
|
How do you count this?
|
Text books
Chalkboard Body parts Chairs Classes JKF Primary Mathematics Learner |
Observe learners count objects of different groups In class exercise
|
|
| 9 | 3 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to appreciate the use of sorting and grouping items in day to day activities |
Learners in pairs/groups to collect and sort litter in the environment and put in various groups according to an attribute of their choice and give reasons for
grouping |
How do we sort objects in our environment?
|
School compound
JKF Primary Mathematics Learner |
Observing learners collecting and sorting litter in the school compound
|
|
| 9 | 4 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to appreciate the use of sorting and grouping items in day to day activities |
Learners in pairs/groups to collect and sort litter in the environment and put in various groups according to an attribute of their choice and give reasons for
grouping |
How do we sort objects in our environment?
|
School compound
JKF Primary Mathematics Learner |
Observing learners collecting and sorting litter in the school compound
|
|
| 9 | 5 |
Numbers
|
Number concept
|
By the end of the
lesson, the learner
should be able to:
able to appreciate the use of sorting and grouping items in day to day activities |
Learners in pairs/groups to collect and sort litter in the environment and put in various groups according to an attribute of their choice and give reasons for
grouping |
How do we sort objects in our environment?
|
School compound
JKF Primary Mathematics Learner |
Observing learners collecting and sorting litter in the school compound
|
|
| 10 | 1 |
MEASUREMENT
|
LENGHT
|
By the end of the
lesson, the learner
should be able to:
|
-Learners are guided to discuss and explain how to do arbitrary measurements.
-Individually and in groups learners to practice how to do arbitrary measurements. |
How do we do arbitrary measurement?
|
Shape puzzles
Pencils Length of different objects Tusome Mathematics Activities Grade 2 pg46-47. |
Observation.
Listening
Answering questions
Checklist
|
|
| 10 | 2 |
MEASUREMENT
|
LENGHT
|
By the end of the
lesson, the learner
should be able to:
|
-Learners are guided to discuss and explain how to do arbitrary measurements.
-Individually and in groups learners to practice how to do arbitrary measurements. |
How do we do arbitrary measurement?
|
Shape puzzles
Pencils Length of different objects Tusome Mathematics Activities Grade 2 pg46-47. |
Observation.
Listening
Answering questions
Checklist
|
|
| 10 | 3 |
MEASUREMENT
|
LENGHT
|
By the end of the
lesson, the learner
should be able to:
|
-Learners are guided to discuss and explain how to do arbitrary measurements.
-Individually and in groups learners to practice how to do arbitrary measurements. |
How do we do arbitrary measurement?
|
Shape puzzles
Pencils Length of different objects Tusome Mathematics Activities Grade 2 pg46-47. |
Observation.
Listening
Answering questions
Checklist
|
|
| 10 | 4 |
MEASUREMENT
|
Mass
|
By the end of the
lesson, the learner
should be able to:
; Describe how to measure mass of different objects. Measure the mass of different objects. Appreciate measuring mass of different objects. |
-Learners are guided to describe,measure and compare mass of different objects.
-Individually and in groups learners to measure mass of different objects. |
How do we measure mass of different objects?
|
Number puzzles
Different objects with different mass Pencils Tusome Mathematics Activities Grade 2 pg48-49 |
Observation.
Listening
Answering questions
Checklist
|
|
| 10 | 5 |
MEASUREMENT
|
Mass
|
By the end of the
lesson, the learner
should be able to:
; Describe how to measure mass of different objects. Measure the mass of different objects. Appreciate measuring mass of different objects. |
-Learners are guided to describe,measure and compare mass of different objects.
-Individually and in groups learners to measure mass of different objects. |
How do we measure mass of different objects?
|
Number puzzles
Different objects with different mass Pencils Tusome Mathematics Activities Grade 2 pg48-49 |
Observation.
Listening
Answering questions
Checklist
|
|
| 11 | 1 |
MEASUREMENT
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
; Discuss how to measure capacity using filling and emptying. Demonstrate how to fill and empty using different types of tins. Apply capacity skills in their daily lives. |
-Learners are guided to view the video of filling and emptying.
-Learners are guided to demonstrate how to fill and empty a basin using cups and bottles and count how many cups fill a basin. |
How many small cups can fill a basin?
|
Water
Basins Bottles Cups Moran Mathematics Activities Grade 2 pg50-52 |
Observation.
Listening
Answering questions
Checklist
|
|
| 11 | 2 |
MEASUREMENT
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
; Discuss how to measure capacity using filling and emptying. Demonstrate how to fill and empty using different types of tins. Apply capacity skills in their daily lives. |
-Learners are guided to view the video of filling and emptying.
-Learners are guided to demonstrate how to fill and empty a basin using cups and bottles and count how many cups fill a basin. |
How many small cups can fill a basin?
|
Water
Basins Bottles Cups Moran Mathematics Activities Grade 2 pg50-52 |
Observation.
Listening
Answering questions
Checklist
|
|
| 11 | 3 |
MEASUREMENT
|
Capacity
|
By the end of the
lesson, the learner
should be able to:
; Discuss how to measure capacity using filling and emptying. Demonstrate how to fill and empty using different types of tins. Apply capacity skills in their daily lives. |
-Learners are guided to view the video of filling and emptying.
-Learners are guided to demonstrate how to fill and empty a basin using cups and bottles and count how many cups fill a basin. |
How many small cups can fill a basin?
|
Water
Basins Bottles Cups Moran Mathematics Activities Grade 2 pg50-52 |
Observation.
Listening
Answering questions
Checklist
|
|
| 11 | 4 |
MEASUREMENT
|
Time
|
By the end of the
lesson, the learner
should be able to:
; Discuss the activities that takes place in each month. Read and write months of the year in order. Appreciate the months of the year. |
-Leaners are guided to discuss the activities that takes place in each year.
-In groups write down the activities that take place in each year on a flashcard. -Individually read and write months of the year in order. |
When do we celebrate new year?
|
Calender
ICT device Pencils outs Tusome Mathematics Activities Grade 2 pg53-55. |
Observation.
Listening
Answering questions
Checklist
|
|
| 11 | 5 |
MEASUREMENT
|
Time
|
By the end of the
lesson, the learner
should be able to:
; Discuss the activities that takes place in each month. Read and write months of the year in order. Appreciate the months of the year. |
-Leaners are guided to discuss the activities that takes place in each year.
-In groups write down the activities that take place in each year on a flashcard. -Individually read and write months of the year in order. |
When do we celebrate new year?
|
Calender
ICT device Pencils outs Tusome Mathematics Activities Grade 2 pg53-55. |
Observation.
Listening
Answering questions
Checklist
|
|
| 12 | 1 |
MEASUREMENT
|
Time
|
By the end of the
lesson, the learner
should be able to:
; Describe the duration of time taken to do an activity. Count the numbers of claps as they sing the national anthem. Enjoy singing the antional anthem. |
-Learners are guided to discuss duration of time taken to do different activities.
-Individually and in groups learners to count the numbers of claps as they sing the national anthem. |
How much time?
|
Clock
National anthem Pupils. Shape cut outs Tusome Mathematics Activities Grade 2 pg56. |
Observation.
Listening
Answering questions
Checklist
|
|
| 12 | 2 |
MEASUREMENT
|
Time
|
By the end of the
lesson, the learner
should be able to:
; Describe the duration of time taken to do an activity. Count the numbers of claps as they sing the national anthem. Enjoy singing the antional anthem. |
-Learners are guided to discuss duration of time taken to do different activities.
-Individually and in groups learners to count the numbers of claps as they sing the national anthem. |
How much time?
|
Clock
National anthem Pupils. Shape cut outs Tusome Mathematics Activities Grade 2 pg56. |
Observation.
Listening
Answering questions
Checklist
|
|
| 12 | 3 |
MEASUREMENT
|
Time
|
By the end of the
lesson, the learner
should be able to:
; Describe the duration of time taken to do an activity. Count the numbers of claps as they sing the national anthem. Enjoy singing the antional anthem. |
-Learners are guided to discuss duration of time taken to do different activities.
-Individually and in groups learners to count the numbers of claps as they sing the national anthem. |
How much time?
|
Clock
National anthem Pupils. Shape cut outs Tusome Mathematics Activities Grade 2 pg56. |
Observation.
Listening
Answering questions
Checklist
|
|
| 12 | 4 |
MEASUREMENT
|
Time
|
By the end of the
lesson, the learner
should be able to:
; Describe the duration of time taken to do an activity. Count the numbers of claps as they sing the national anthem. Enjoy singing the antional anthem. |
-Learners are guided to discuss duration of time taken to do different activities.
-Individually and in groups learners to count the numbers of claps as they sing the national anthem. |
How much time?
|
Clock
National anthem Pupils. Shape cut outs Tusome Mathematics Activities Grade 2 pg56. |
Observation.
Listening
Answering questions
Checklist
|
|
| 12 | 5 |
MEASUREMENT
|
Money
|
By the end of the
lesson, the learner
should be able to:
; Describe Kenyans money in coins and notes. Write the amount of money as shown in the picture. Confidently,identify different types of coins and notes. |
-Learners are guided to describe identify Kenyans money in coins and notes for example 10shillings,5shillings,100shillings note.
-Individually and in groups learners to write amount of money in coins and notes as shown. |
How much is it?
|
Shape puzzles
Crayons Pencils Shape cut outs Tusome Mathematics Activities Grade 2 pg57-58. |
Observation.
Listening
Answering questions
Checklist
|
|
| 13 | 1 |
MEASUREMENT
|
Money
|
By the end of the
lesson, the learner
should be able to:
; Identify real Kenyan money Count real money and write how much it is. Display the ability to count coins and notes. |
-Learners are guided to identify real Kenyan money for example 10shillings,5shillings, note.
-Individually and in groups learners to count real money and write it in terms of how much. |
How much money is it?
|
Pictures of money
Real money Tusome Mathematics Activities Grade 2 pg59-60 |
Observation.
Listening
Answering questions
Checklist
|
|
| 13 | 2 |
MEASUREMENT
|
Money
|
By the end of the
lesson, the learner
should be able to:
; Identify real Kenyan money Count real money and write how much it is. Display the ability to count coins and notes. |
-Learners are guided to identify real Kenyan money for example 10shillings,5shillings, note.
-Individually and in groups learners to count real money and write it in terms of how much. |
How much money is it?
|
Pictures of money
Real money Tusome Mathematics Activities Grade 2 pg59-60 |
Observation.
Listening
Answering questions
Checklist
|
|
| 13 | 3 |
MEASUREMENT
|
Money
|
By the end of the
lesson, the learner
should be able to:
; Identify real Kenyan money Count real money and write how much it is. Display the ability to count coins and notes. |
-Learners are guided to identify real Kenyan money for example 10shillings,5shillings, note.
-Individually and in groups learners to count real money and write it in terms of how much. |
How much money is it?
|
Pictures of money
Real money Tusome Mathematics Activities Grade 2 pg59-60 |
Observation.
Listening
Answering questions
Checklist
|
|
| 13 | 4 |
MEASUREMENT
|
Money
|
By the end of the
lesson, the learner
should be able to:
; Identify real Kenyan money Count real money and write how much it is. Display the ability to count coins and notes. |
-Learners are guided to identify real Kenyan money for example 10shillings,5shillings, note.
-Individually and in groups learners to count real money and write it in terms of how much. |
How much money is it?
|
Pictures of money
Real money Tusome Mathematics Activities Grade 2 pg59-60 |
Observation.
Listening
Answering questions
Checklist
|
|
| 13 | 5 |
GEOMETRY
|
Lines
|
By the end of the
lesson, the learner
should be able to:
; Explain different types of lines. Find out the different types of lines within the environment. Display the ability to name different types of lines. |
-Learners are guided to describe different types of lines for example curved,straight,spiral etc.
-In groups go for a nature walk and find out different types of lines. -Individually draw different types of lines for example curved,straight,spiral etc. |
How does the straight line looks like?
|
Picture cut outs
Different types of lines Number cut outs Tusome Mathematics Activities Grade 2 pg61. |
Observation.
Listening
Answering questions
Checklist
|
|
| 14 | 1 |
GEOMETRY
|
Lines
|
By the end of the
lesson, the learner
should be able to:
; Discuss different types of shapes. Draw different types of shapes. Enjoy identifying different types of shapes. |
-Learners are guided describe how different types of shapes looks like for example circle,trianle,square etc.
-Individually and in groups learners to do shape hunting around the school compound for example finding items with different types of shapes. |
How does a circle looks like?
|
Shape cut outs
Shape puzzles Tusome Mathematics Activities Grade 2 pg62-63. |
Observation.
Listening
Answering questions
Checklist
|
|
| 14 | 2 |
GEOMETRY
|
Lines
|
By the end of the
lesson, the learner
should be able to:
; Discuss different types of shapes. Draw different types of shapes. Enjoy identifying different types of shapes. |
-Learners are guided describe how different types of shapes looks like for example circle,trianle,square etc.
-Individually and in groups learners to do shape hunting around the school compound for example finding items with different types of shapes. |
How does a circle looks like?
|
Shape cut outs
Shape puzzles Tusome Mathematics Activities Grade 2 pg62-63. |
Observation.
Listening
Answering questions
Checklist
|
|
| 14 | 3 |
GEOMETRY
|
Lines
|
By the end of the
lesson, the learner
should be able to:
; Discuss different types of shapes. Draw different types of shapes. Enjoy identifying different types of shapes. |
-Learners are guided describe how different types of shapes looks like for example circle,trianle,square etc.
-Individually and in groups learners to do shape hunting around the school compound for example finding items with different types of shapes. |
How does a circle looks like?
|
Shape cut outs
Shape puzzles Tusome Mathematics Activities Grade 2 pg62-63. |
Observation.
Listening
Answering questions
Checklist
|
|
| 14 | 4 |
GEOMETRY
|
Lines
|
By the end of the
lesson, the learner
should be able to:
; Discuss different types of shapes. Draw different types of shapes. Enjoy identifying different types of shapes. |
-Learners are guided describe how different types of shapes looks like for example circle,trianle,square etc.
-Individually and in groups learners to do shape hunting around the school compound for example finding items with different types of shapes. |
How does a circle looks like?
|
Shape cut outs
Shape puzzles Tusome Mathematics Activities Grade 2 pg62-63. |
Observation.
Listening
Answering questions
Checklist
|
|
| 14 | 5 |
GEOMETRY
|
Lines
|
By the end of the
lesson, the learner
should be able to:
; Discuss different types of shapes. Draw different types of shapes. Enjoy identifying different types of shapes. |
-Learners are guided describe how different types of shapes looks like for example circle,trianle,square etc.
-Individually and in groups learners to do shape hunting around the school compound for example finding items with different types of shapes. |
How does a circle looks like?
|
Shape cut outs
Shape puzzles Tusome Mathematics Activities Grade 2 pg62-63. |
Observation.
Listening
Answering questions
Checklist
|
|
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