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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
OPENERASSESSMENT |
||||||||
| 2 | 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 KLB tusome Mathematics Learner`s book pg. |
Observe how learners collect, sort and group objects.
|
|
| 2 | 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 KLB tusome Mathematics Learner`s book pg. |
Observe how learners collect, sort and group objects.
|
|
| 2 | 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 KLB tusome Mathematics Learner`s book pg. |
Observe how learners collect, sort and group objects.
|
|
| 2 | 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 KLB tusome Mathematics Learner`s book pg. |
Observe how
learners collect,
sort and group
objects of
different colours
Giving out in
class exercise
|
|
| 2 | 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 KLB tusome Mathematics Learner`s book pg. |
Observe how
learners collect,
sort and group
objects of
different colours
Giving out in
class exercise
|
|
| 3 | 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 KLB tusome Mathematics Learner`s book pg. |
Observe learners
collecting and
sorting different
items
|
|
| 3 | 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 KLB tusome Mathematics Learner`s book pg. |
Observe learners
collecting and
sorting different
items
|
|
| 3 | 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 KLB tusome Mathematics Learner`s book pg. |
Observe learners
collecting and
sorting different
items
|
|
| 3 | 4 |
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 KLB tusome Mathematics Learner`s book pg. |
Observe learners
collecting and
sorting different
items
|
|
| 3 | 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 KLB tusome Mathematics Learner`s book pg. |
Observe learners
collecting,
sorting and
grouping items
according to
their shapes
|
|
| 4 | 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 KLB tusome Mathematics Learner`s book pg. |
Observe learners
collecting,
sorting and
grouping
different objects
|
|
| 4 | 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 KLB tusome Mathematics Learner`s book pg. |
Observe learners
collecting,
sorting and
grouping
different objects
|
|
| 4 | 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 KLB tusome Mathematics Learner`s book pg. |
Observe learners
collecting,
sorting and
grouping
different objects
|
|
| 4 | 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 KLB tusome Mathematics Learner`s book pg. |
Observe learners
collecting,
sorting and
grouping
different objects
|
|
| 4 | 5 |
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 KLB tusome Mathematics Learner`s book pg. |
Observe learners
collecting,
sorting and
grouping
different objects
|
|
| 5 | 1 |
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.
|
|
| 5 | 2 |
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.
|
|
| 5 | 3 |
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.
|
|
| 5 | 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 KLB tusome Mathematics Learner`s book pg. |
|
|
| 5 | 5 |
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 KLB tusome Mathematics Learner`s book pg. |
|
|
| 6 | 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 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 KLB tusome Mathematics Learner`s book pg. |
In class exercise
Observing learners counting objects
|
|
| 6 | 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 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 KLB tusome Mathematics Learner`s book pg. |
In class exercise
Observing learners counting objects
|
|
| 6 | 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 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 KLB tusome Mathematics Learner`s book pg. |
In class exercise
Observing learners counting objects
|
|
| 6 | 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 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 KLB tusome Mathematics Learner`s book pg. |
In class exercise
Observing learners counting objects
|
|
| 6 | 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
KLB tusome Mathematics Learner`s book pg. |
In class exercise
Observation
|
|
| 7 |
MID TERM ASSESSMENT |
||||||||
| 8 | 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?
|
KLB tusome Mathematics Learner`s book pg.
|
"Observing learners ordering items
from smallest to"
biggest
|
|
| 8 | 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?
|
KLB tusome Mathematics Learner`s book pg.
|
"Observing learners ordering items
from smallest to"
biggest
|
|
| 8 | 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?
|
KLB tusome Mathematics Learner`s book pg.
|
"Observing learners ordering items
from smallest to"
biggest
|
|
| 8 | 4 |
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?
|
KLB tusome Mathematics Learner`s book pg.
|
"Observing learners ordering items
from smallest to"
biggest
|
|
| 8 | 5 |
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?
|
KLB tusome Mathematics Learner`s book pg.
|
"Observing learners ordering items
from smallest to"
biggest
|
|
| 9 | 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 KLB tusome Mathematics Learner`s book pg. |
Observing learners making patterns
Exercise on patterns in groups
|
|
| 9 | 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 KLB tusome Mathematics Learner`s book pg. |
Observing learners making patterns
Exercise on patterns in groups
|
|
| 9 | 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 KLB tusome Mathematics Learner`s book pg. |
Observing learners making patterns
Exercise on patterns in groups
|
|
| 9 | 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 KLB tusome Mathematics Learner`s book pg. |
Counting along with learners
Observing learners count objects
Oral counting by learners
|
|
| 9 | 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 KLB tusome Mathematics Learner`s book pg. |
Counting along with learners
Observing learners count objects
Oral counting by learners
|
|
| 10 | 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" KLB tusome Mathematics Learner`s book pg. |
"Observe learners
count concrete"
objects
|
|
| 10 | 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" KLB tusome Mathematics Learner`s book pg. |
"Observe learners
count concrete"
objects
|
|
| 10 | 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" KLB tusome Mathematics Learner`s book pg. |
"Observe learners
count concrete"
objects
|
|
| 10 | 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" KLB tusome Mathematics Learner`s book pg. |
"Observe learners
count concrete"
objects
|
|
| 10 | 5 |
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 KLB tusome Mathematics Learner`s book pg. |
Observe learners count objects of different groups In class exercise
|
|
| 11 | 1 |
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
KLB tusomeMathematics Learner`s book pg. |
Observing learners collecting and sorting litter in the school compound
|
|
| 11 | 2 |
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
KLB tusomeMathematics Learner`s book pg. |
Observing learners collecting and sorting litter in the school compound
|
|
| 11 | 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
KLB tusomeMathematics Learner`s book pg. |
Observing learners collecting and sorting litter in the school compound
|
|
| 11 | 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
KLB tusomeMathematics Learner`s book pg. |
Observing learners collecting and sorting litter in the school compound
|
|
| 11 | 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
KLB tusomeMathematics Learner`s book pg. |
Observing learners collecting and sorting litter in the school compound
|
|
| 12-13 |
REVISION AND END TERM ASSESSMENT |
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